RTI In Louisiana Diana Jones, PhD, NCSP State RTI Coordinator Literacy and Numeracy Louisiana...
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Transcript of RTI In Louisiana Diana Jones, PhD, NCSP State RTI Coordinator Literacy and Numeracy Louisiana...
RTI In Louisiana
Diana Jones, PhD, NCSP
State RTI CoordinatorLiteracy and Numeracy
Louisiana Department of [email protected]
Education in 70-80’s
Instruction defined by system and teacher Expectation that students would achieve
to arbitrary grade standard Students who did not meet grade
standard, failed or were identified as needing special services
Outcomes
Achievement gap increased between “wealthy” schools and “poor” schools, SPED students and GEN ED students
High School drop out rate increased
Language Development & Poverty 1995 study by Hart and Risley found a
relationship between socio-economic level and vocabulary acquisition. environmental factors impact language
significantly by age three. vocabularies of children from professional families
are significantly larger than those in families receiving public assistance
child in a professional family hears 11 million words per year while a child in a public assistance family hears just 3 million words a year
1997 Paradigm Shift Major focus shift—what are the educational
outcomes for all students Late 1990’s--standardized instructional pacing
—bench-marking, Louisiana GLE’s developed by 2003
Emphasis toward analysis of high stakes testing, school-improvement based on objective assessment tools
Struggling student progress is monitored through graphs of skill “response to interventions”
Education for All StudentsGoal is to provide systematic quality instruction
to all students according to their need.
National Research Council with proactive research determined that the RTI process is the most effective way to meet this need
Louisiana RTI History Walk 2004—Reading First (RF) & IDEA Re-authorization 2005—LDE staff attended RTI process in-service
RF staff and some LEAs received RTI PD 2006—K-12 Literacy Grant funded (RTI component)
RTI PD to Appraisal & Gen. Ed. by student
Some LEAs began to implement RTI 2007—RF & Literacy gather momentum
NO RSD instituted district-wide RTI with manual 2008—Revision of bulletins 1706 & 1508 include RTI
Literacy & Numeracy-- ELFA & ENFA 2009—LDE Senior Staff approve RTI support
BESE approves RTI policy
Essential Elements of RTI
Tiered Model within the general education setting
Powerful research-based core curriculum Universal screening of all students Data driven decisions to determine
appropriate instruction and research-based intervention according to need
Progress monitoring Fluid process with high expectations
Tiered Model
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Core Curriculum
Research based Aligned with state standards Differentiated instruction Engaged Learning Enrichment Opportunities
Universal Screening
Assess all students Some Academic Universal Screeners:
State Assessments: LEAP, iLEAP, GEE LEAP Query
Benchmark Assessments CBM
DIBELS Probes (Intervention Central, AIMSweb)
Name Correct Words Performance Summary Instructional Action
Adams, Ken 67.0 Established Continue Current Program
Beniso, Karen 54.0 Established Continue Current Program
Camp, Michael 42.0 Established Continue Current Program
Denny, Jillian 41.0 Established Continue Current Program
Emers, Akirah 40.0 Established Continue Current Program
Fellows, Mark 33.0 Established Continue Current Program
Gharem, Danielle 31.0 Established Continue Current Program
Henson, Colin 26.0 Established Continue Current Program
Inez, Mike 24.0 Emerging Consider Strategic Interventions
Junero, Shay 23.0 Emerging Consider Strategic Interventions
Knight, Shelly 23.0 Emerging Consider Strategic Interventions
Lawson, James 22.0 Emerging Consider Strategic Interventions
Mitchell, Kelly 21.0 Emerging Consider Strategic Interventions
Nay, Tommy 19.0 Emerging Consider Strategic Interventions
Omi, Lui 18.0 Emerging Consider Strategic Interventions
Peterson, Franklin 17.0 Emerging Consider Strategic Interventions
Quertes, Julio 16.0 Deficient Begin Intensive Intervention Process
Ripkema, Nobuo 16.0 Deficient Begin Intensive Intervention Process
Smith, Dani 12.0 Deficient Begin Intensive Intervention Process
Thompson, Sarah 10.0 Deficient Begin Intensive Intervention Process
Unetso, Ima 10.0 Deficient Begin Intensive Intervention Process
Vector, Christopher 8.0 Deficient Begin Intensive Intervention Process
Washington, Barbi 5.0 Deficient Begin Intensive Intervention Process
Xavier, Kesha 3.0 Deficient Begin Intensive Intervention Process
Young, Kristen 2.0 Deficient Begin Intensive Intervention Process
0
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Students
Instruction and Intervention Delivery
Tier I: Core Louisiana Comprehensive Curriculum and enrichment activities—students at grade level
Tier II—Core plus specific interventions aimed at building targeted proficiencies provided to small groups for additional 20-40 minutes, 4-5 times
per week may need class-wide interventions for strategic support
Tier III– Core plus specific interventions targeted individually or in very small groups for intensive support in reading, math or both for additional 50 + minutes
Effective Intervention Plans
RTI based on use of best available research based interventions
Plans incorporate clear goals and explicit expectations for both the student and the teacher (track progress toward target)
Interventions require Integrity Fidelity Diligence
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Egbert
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Monitor Egbert’s Progress Relative to
Goal
0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20
Class=24
Egbert=11
Class Growth
Egbert goal line
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Continue Intervention and Monitor Progress
0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20
Class=24
Egbert=11
Class Growth
Egbert goal line
ChangeIntervention
Change Goal
Progress Monitoring
Analyzes progress Data used for instructional decisions Determines need to change intervention
or instruction Comprehensive process allows sufficient
time to determine impact of intervention and instruction
LDOE’s EAGLE program
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Students
Data Federal, State, and District emphasis on
data at all levels Used to assess improvement or support
needs in school academics, behavior, drop-out & high-school graduation rates
For individual students--data analysis of trend lines and goals
Need for Universal Screening & Progress Monitoring Data Management System
New millennium mantra:“Show me the data”
Meet Exit Criteria
Grade Level
Learners
Tier 1 Instruction for All Students
Universal Screening of Core Content (3/4#)
Struggling Learners who :No Previous
Formal Intervention
Process
Tier 2, Intv ‘A’ Not Effective
Tier 2, Intv ‘A’ & ‘B’ Not Effective,
Tier 2 Intervention ‘A’
Tier 2 Intervention ‘B’
Tier 3 Intervention
(Custom)
Problem Solving Comm
Image modified by Coulter - Thanks to Sharon Vaughn for the original image
How are Things
Working ?
Suspect a
Disability ?
Special Education ReferralsFollows Bulletin 1508, based on the
Federal Regulations. Supports: parent involvement data driven decisions
Proactive RTI process reduces over-identification of SPED students
SPED reading referrals in Reading 1st schools were reduced from 53% of total referrals to 19% of total referrals
State RTI Plan to Date BESE approved RTI Policy June 2009—in
review process General Education Initiative
RTI aligned with Literacy & Numeracy ELFA & ENFA model schools
RTI Coordinator in place Task Force:
in process Developing Louisiana RTI Plan Developing Louisiana RTI Process Guide
Distribute plan and provide support to districts.
District RTI Design Administrative support Framework for reading, math and
behavior Scientifically based instruction and
interventions School-level Leadership/RTI Team RTI manual to communicate process Process for collecting and evaluating data
School Level Leadership Team Team designated by principal
ENFA schools—Team includes principal, numeracy coach, district supervisor, 3 numeracy teachers including one SPED teacher
Team drives data decisions Sub-set team meetings
RTI Team (review intervention data) School improvement/academics
PBS Team (behavior data) Referral Team (possible referral for Special
Education)
RTI Challenges
Recognition of Paradigm Shift. Move focus to system change and
responsibility
Fidelity to the intervention Scheduling Delivery Personnel Funding
Impact Students—improved educational outcomes
improve self-esteem and provide a foundation for learning
Teachers—Instructional support & data leads to affirmation of effective teaching
Schools—Provides a systematic process to reduce over-identification, disproportionality, and address school improvement
Families—positive student outcomes empower families
Test Adolescent Literacy Schools
Non-Adolescent Literacy Schools
LEAP +7.79 +4.12
iLEAP +11.34 +4.18
**increase = weighted average for 2008 and 2009 scores – weighted average for 2006 scores
Website Resources National Center on Response to Intervention
http://www.rti4success.org Florida Center for Reading Research
http://www.fcrr.org Intervention Central www.interventioncentral.org Dr. Joe Witt www.joewitt.org Oregon Reading Center
http://www.reading.uoregon.edu What Works Clearinghouse
www.whatworks.ed.gov Tiers Team -- Dr. Alan Coulter
www.accountabilitydata.org Louisiana Dept. of Educa. www.louisianaschools.net
Class
of
2022!