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Response-to-Intervention: Building Your System Estacada School District Nov 10, 2010.
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Transcript of Response-to-Intervention: Building Your System Estacada School District Nov 10, 2010.
Response-to-Intervention:Building Your System
Estacada School DistrictNov 10, 2010
Talk to a Neighbor
When you found out you were coming to a presentation on RTI today, what
did you think you would learn or what were you hoping to learn?
Core RTI Principles
• We can effectively teach all children• Intervene early• Use a multi-tier model of service delivery• Use a problem-solving method to make decisions within a
multi-tier model• Use research-based, scientifically validated
interventions/instruction to the extent available• Monitor student progress to inform instruction• Use data to make decisions• Use assessment for 3 different purposes
– Screening, diagnostic, progress monitoringNASDSE, 2006
RTI Misconception: What it is and what it’s notIs Not Is
An instructional program A framework to implement effective practices
A group of students that leaves your room for extra instruction
A system of matching resources to each individuals student’s needs
Possible to implement alone A collaborative effort
The same for every school Uniquely designed for each building
A special ed, a general ed, a Title 1, a Talented and Gifted initiative
An “Every” Education Initiative
An educational fad A systematic method for delivering instruction, based on research and effective large scale implementation examples including Minneapolis Public Schools, Heartland AEA (Iowa), Ohio, and Pennsylvania
Why does RTI matter for teachers?
Reading Is Not Optional
Kindergarten Fourth grade Behavior Problems Low graduation rates
Developmental lag Skill deficit
Days and Weeks Matter
We can’t wait for them to “bloom?”
vs.
Good reading builds reading AND cognitive skills!
Days and Weeks Matter
Reading instruction changes the brain
Differences Learning to ReadEstimates from NICHD Research
Population %
Journey to Reading Instructional Requirements
5 Easy: children read before starting school
Need no formal decoding instruction
35 Relatively Easy Learn to read regardless of instructional approach
40 Formidable Challenge Need systematic and explicit instruction
20 One of the most difficult tasks to be mastered in school
Need intensive, systematic, direct, explicit instruction
Pre-referral team (CARES)reviews what teacher
has tried
Jessie participates in the general curriculum
Jessie isn’t doing well
Teacher tries again
Resumesregular
program
Jessiedoesn’t
improve
Jessieimproves
Teacher’s effort is deemed sufficient
Special Education referral is initiated by the teacher
Jessie’s teacher does his best to differentiate instruction and keeps
anecdotal data
The
pre referral/discrepancy
approach
Teacher is told to try again
Jessie is tested, usually by special education personnel, using IQ, achievement, and other tests
In The Past
GeneralEducation
Title Reading or
Other Reading Support
Special Education
Some “Fell’”Through
Some “Fell’”Through
Heartland Educational Agency
Daisy participates in the general curriculum with
strong instruction
Screening data showsDaisy isn’t doing well Second Group
Intervention
EBIS Team designs individualized intervention
Resumesgeneralprogram
Daisydoesn’t
improve
Daisyimproves
Daisydoesn’t
improve
Daisyimproves
Intervention is intense and LD is suspected
Improvement is good and other
factors are suspected as
cause
Special Education referral is initiated
Team reviews screening data and places Daisy in group intervention
Parents Notified
How RTI Works from a Student’s Perspective
In The Past
GeneralEducation
Title Reading or
Other Reading Support
Special Education
Some “Fell’”Through
Some “Fell’”Through
Heartland Educational Agency
RTI: Full Continuum of Support
GeneralEducation
Title Reading & Reading Support,
Gifted Ed.
Special Education,Gifted Ed.IIIIIIII
all along the continuum!I =Heartland Educational Agency
RTI focus is on General Education!
• Teachers don’t fail students, systems do.• RTI is a system for differentiation of
instruction!• RTI is a system that is predicated on the
general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.
Nuts and Bolts: System Requirements
Leadership at all levels Teaming Use of a research based core reading curriculum Universal screening Implementation of research based interventions Progress monitoring Decision Rules Policy and procedure development (standardization) Professional development including fidelity of
implementation.
#1 Leadership
District LevelStrong administrative support to ensure commitment and resources
AND
School Level
Strong teacher support to share in the common goal of improving instruction
#2 Teaming
Collaboration is the key: Membership might include…
PrincipalClassroom TeachersSpecialistsSchool CounselorSchool Psychologist
The Team is only as strong as the least invested member
#3 Research-Based CORE Program
RTI is predicated on effective, research-based programs
that include the BIG 5 components of reading:
Phonemic Awareness Phonics Fluency Vocabulary Comprehension
Phonics
Fluency
Phonemic AwarenessComprhensionVocabulary
Delivered for 90 minutes daily for all students!
Effective core instruction is the most important thing you can
do in RTI.
Tier 1 is for all students
How’s your herd?
Strong core instruction
Weak core instruction
How does it help a struggling reader to be in core?
• They need the most instruction• Need to be exposed to grade level
material• If they miss grade level material,
they will never catch up• Just because there is a deficit in
one area, does not mean there is a deficit in all areas of reading
• Interventions are limited in scope
Fidelity to the core
Worksheets Fidelity
Why is fidelity important?
• Comprehensive program that incorporates all components of reading• Students have the opportunity to make
connections• Students read text that supports vocabulary,
phonics, and comprehension lessons• The whole school has a common language,
common goal, and common tools
Fidelity to the core
•The BIG 5•The scope and sequence•State standards
Big 5 of Reading
•Phonemic Awareness •Phonics•Fluency•Vocabulary•Comprehension
Scope and sequence
Scope and sequence
• We want to be sure that we know what has and what will be taught.
• Mastery of skills looks different at all levels• Repeated opportunities to learn
• We must complete the year to complete the “race”
Scope and sequence
Summarize
• K Unit 4Week 1, U4W2, U4W3, U7W1, U7W2, U7W3• 1 U1W1, U1W2, U1W3, U4W4, U4W5, U6W4, U6W5• 2 U1W3, U1W4, U1W5, U2W1, U2W2, U2W3, U5W1,
U5W3, U5W4, U5W5• 3 U1W3, U1W4, U2W3, U2W5, U5W1, U5W5• 4 U1W2, U1W3, U3W3, U3W4• 5 U2W2, U2W3, U2W4, U6W1, U6W5• 6 U2W4, U2W5, U6W3, U6W5
• (Example from one Oregon approved core)
State Standards
Who ensures fidelity?
• District must decide on the key points of the core curriculum
• Fidelity checklist should provide clarity to teachers
Curriculum specific fidelity checklists
Non-curriculum specific fidelity checklists
Who ensures fidelity?
• District must decide who is responsible to check– Principal– Literacy coach
• Fidelity checks should occur regularly – two to three times a year– 10 minutes each class
#4 Universal Screening Universal screening for ALL students at least three times per
year Procedures must identify which students are proficient (80%)
and which are deficient (20%). Good screening measures:
Are not intended to measure everything about a student, but provide an efficient an unbiased way to identify students who will need additional support (Tier 2 or Tier 3)
Help you assess the overall health of your Core program (Are 80% of your students at benchmark/proficiency?)
Why Use Fluency Measures for Screening?
• Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001)
• We always examine fluency AND accuracy
• Without examining accuracy scores, we are missing a BIG piece of the picture
• Students MUST be accurate with any skill before they are fluent.
Oral reading fluency (ORF) does not tell you everything about a student’s reading skill, but a child who cannot read fluently cannot
fully comprehend written text and will need additional support.
#5 Interventions– Must be designed to match identified needs (based on data)
– Almost always given in small groups (Not necessarily 1:1)
– On-going data determines need to continue, discontinue, or
change curriculum, instruction, and/or assessment
– Is in addition to and aligns with the district core curriculum
– Does NOT replace core
– Uses more explicit instruction
– Provides more intensity
• Additional modeling and guided feedback
• Immediacy of feedback
Interventions
• Students pulled out for interventions may be “missing” something else…
BUT• If a student can’t read, how much are they already
missing in the classroom?“No one seems to notice that it is only during that single period each day [intervention time] that the struggling readers are provided with texts and lessons that theory and research support. The other 5 hours each day are largely comprised of texts and lessons that are over their heads.”
Richard Allington
#6 Progress MonitoringWhich students:
– All receiving intervention
– Borderline scores or performance-as resources allow
Tools Must Be:• Brief• Valid • Reliable• Repeatable• Easy to Administer
Frequency:• Every 2 weeks (minimum)• Every week (ideal)
Are the children learning? How can we tell?
#7 Decision Rules• Provide the “now what” after teams have
analyzed student data• Guide decisions for all tiers• Take the guesswork out of “what to do next”• Ensure equity across schools
I think… I feel… I believe
What data do you have that makes you think/feel/believe that?-Dr. Ed Shapiro
10
20
30
40
Dec.S cores
Feb.S cores
J an.S cores
Marc hS cores
AprilS cores
MayS cores
J uneS cores
60
50
Aimline
Decision Rule Example: 4 Points Below the Goal Line
Ora
l Rea
ding
Flu
ency
Add 15 minutes to intervention
Reduce group size to 3 students
#8 Policy and Procedure Development (Standardization)
Districts must adopt common procedures for doing this work:
Decision RulesFormsSPED Procedures
Think of RTI as a standardized
testStudents should be
identified similarly from school to
school
# 9 Professional Development and Fidelity
Content:– Core curriculum &
instruction – Assessment– Interventions– Teaming– Data-based decision
making– SPED procedures
Delivery:• Ongoing• Sufficient time to collaborate and plan• Incorporates fidelity checks
Anticipate and be willing to meet the newly emerging needs based on student performance
Data ALSO used to drive professional development needs
Professional DevelopmentLeadershipData based teaming
Universal Screener
Decision Rules and protocolProgress Monitoring
Core Curriculum with strong instruction
Interventions
Benefits of an RTI System
RTI will help you to: – Know immediately, “Is what we are doing working?” – Know which students need more/different– Know what each student needs– Provide structures to deliver what students need– Reduce rates of identification of student learning disabilities– Prevent reading problems before they occur– Raise student achievement
– Heartland Educational Agency
Tigard-Tualatin School District OAKS Reading Proficiency
2005-2006 2006-2007 2007-2008 2008-2009 2009-20100
20
40
60
80
100
83.1 80.8 78.8 82.4 83.975.6 73.6 73.6 76.1 77.1
Reading
TTSD total popOR total pop
2005-2006 2006-2007 2007-2008 2008-2009 2009-20100
20
40
60
80
100
82.176.4 77.3 78.3 80.8
73.768.2 70.3 72.2 74.1
Math
TTSD total popOR total pop
Tigard-Tualatin School District OAKS Math Proficiency
A Tale of Two Districts
District 1: RTI for 4-5 years District 2: Non RTI
Small, rural school district Small, rural school district
350 elementary students(PK-5)
470 elementary students(PK-5)
Title 1 services Title 1 services
31% students on Free and Reduced Lunch
19% students on Free and Reduced Lunch
A Tale of Two DistrictsDistrict 1: RTI
2005-2006 2006-2007 2007-2008 2008-20090
20
40
60
80
100
5162
8679
36 32
51913
6 8 2
BenchmarkStrategicIntensive
3rd Grade ORF
A Tale of Two DistrictsDistrict 2: Non RTI
2005-2006 2006-2007 2007-2008 2008-20090
20
40
60
80
100
6251 52 49
22
41 41 37
148 7
13
BenchmarkStrategicIntensive
3rd Grade ORF
RTI District:3rd Grade ITBS Reading Comprehension
2005-2006 2006-2007 2007-20080
10
20
30
40
50
60
70
80
90
100
8296 90
74 77 75
District Proficient and AboveIA Proficient and Above
Shared Responsibility
• Teacher– “RTI really advocates for the student. The data really needs
to be gathered and assessed. Are the child’s academic needs really being met? Are they making progress? If not, what is the problem and what instructional strategies need to be changed? It seems that the child’s issues becomes one of the team’s and not solely the responsibility of the classroom teacher. Also, in many cases I am sure, some individual students just need some intervention to be successful and NOT special education!”
– Nancy Greene, 2nd grade teacher
Shared Responsibility
• Teacher– “RTI is designed to help target a specific deficit in a
student’s learning and through collaboration with others design a plan to meet that particular need. This has helped to improve my teaching.”
– Jeff Kelley, 4th grader teacher
The Process is Ongoing and Long-Term
Adapted from
CONSENSUS
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
CHANGE
+ +
++
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
CONFUSION
+ +
++
Vision Skills
Incentives ResourcesActionPlans
ANXIETY
+ +
++
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
RESISTANCE
+ +
++
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
FRUSTRATION
+ +
++
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
FALSE STARTS
+ +
++
Managing Complex Change
The Process is Ongoing and Long-Term
Oregon RTI Project – www.oregonrti.orgJon Potter – [email protected]