Response to Intervention at the Middle Level March 19, 2015 Julio Vazquez, Coordinator of Student...
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Response to Intervention at the Middle Level March 19, 2015 Julio Vazquez, Coordinator of Student Support Systems for the Wappingers Central School District
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Transcript of Response to Intervention at the Middle Level March 19, 2015 Julio Vazquez, Coordinator of Student...
Response to Intervention at the Middle Level
March 19, 2015
Julio Vazquez, Coordinator of Student Support Systems for the
Wappingers Central School District
Credit• Lee Pesky Learning Center
– www.nysrti.org/page/past-webinars– http://www.lplearningcenter.org/
• Miriam and Pat Beverly from Measurement Incorporated : Response to Intervention Personnel Development Project
• http://www.rti4success.org/resources/publications• Johnson, Smith & Harris (2010). How RTI Works in Secondary
Schools• http://www.rtinetwork.org/checklists• http://www.nysrti.org/page/middle-school/• Pat Quinn:
– http://thertisite.learningtodayonline.com/• Jim Wright
– http://www.interventioncentral.org/
Critical FACTORS for RtI Implementation and Improvement
• Vision• Skills• Consensus• Resources• Action Plan
Vision–https://www.youtube.com/watch?v=f6fbxnnffzI–What’s your Theory of Action?• If we….then our students….as evidenced by….
–Beliefs about students– Focus–Collective
Skills
•Who are the people on your RtI team?• How can they strengthen your
efforts for RtI implementation?•What skills do they need to
develop?
Consensus
•What are some things we will not agree on but can live with so we can move forward?•Will those decisions benefit
our students?
Resources•Personnel•Curriculum• Screeners• Interventions•Budget
Action Plan
• Macro to Micro Levels
RtI Key Features
– Leadership– Infrastructure– Professional Development– Teaming/Collaboration– Parental Involvement– Assessment• Screening • Diagnostic • Progress Monitoring
– Tier 1/ Tier 2/ Tier 3/ – Program Evaluation
Purpose• Prevention–At-risk for dropping out–Late-emergent learning disabilities–English Language Learners
• Intervention–Support for struggling learners–Temporary support for skill mastery
Instruction
• Effective Instructional Practice• Research
Based Interventions
Assessment Considerations• Screening
– Academic (Reading, Writing, Math)– Behavior
Diagnostic
• Progress Monitoring– Literacy– Math (Algebra)– Content Area Literacy
• Exit Criteria(Provide Chart with various screeners/PM tools)
Reading
• Phonemic Awareness• Phonics• Decoding• Fluency• Comprehension and Vocabulary
Writing
• Spelling• Conventions• Grammar• Organization• Word Choice (Vocabulary)
Math
• Computation• Fractions• Algebraic Understanding• Problem Solving• Multi-step problems
Scheduling Considerations
• RTI Leadership Team Meetings• Needs of Students• Restructuring class schedule• Frequency and length of classes• Who provides intervention?• Assessment Schedule
RtI Leadership Team
• Summer meeting time to prep for school year• Weekly meetings• Representation• Agenda Used
Needs of Students
• What are the concerns?• What are the supports needed?• How many sections of an intervention will be
needed?• Appropriate student/teacher ratio• Multiple
Restructuring the Class Schedule
• Skinny Periods• Zero hour intervention• After school supports• Intervention as elective• Push-in models for re-teaching skills• Four day standard week with Friday for
collaboration
Frequency and Duration
• Determined by goals you aim to accomplish:– Foundational skill gaps: frequent & short
interventions– Learning and applying strategies: combination
pull-out and push-in may apply
– Fluidity is important
Who provides the intervention?
• Pair your best teacher with your hardest to teach students
• Reading intervention- you may not have a reading specialist so think of who is most knowledgeable of reading instruction
• Same goes for math and writing!
Assessment Schedule
– Administration & Data Analysis– Screening Assessment
• All Students 3 times a year• Review screening results• Who doesn’t meet benchmarks• How far are they from meeting the benchmarks
– Diagnostic Assessment • Conduct targeted assessments to inform intervention
– Progress Monitoring• Tier 1 : Monthly basis• Tier 2: every two weeks• Tier 3: every week
Interventions • Tier 1
– What’s the curriculum and how is its effectiveness being measured? – What supports are offered and how is it documented?
• Tier 2– Literacy and Math deficits– Strategy instruction to support learning– Not a time for homework/study skills
• Tier 3– Individually-designed instruction– Supports progress toward goals
Monitor Data• Data Boards• Excel Spread Sheets• Folders
• Goal is to identify which students need more targeted assessments… instruction/interventions
Evaluation
• District and School Leadership Monitor• Each team and department?• Each class• Each teacher • Each student• Are our assessment results revealing rates of
improvement?• Are our students moving down the tiers?• Are our placements in special education accurate?
Questions/Comments?
