RtI: What Works in Wisconsin r_short_rti.pdfCreating the RtI Model Principal Led, School-Wide Staff...

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RtI: What Works in Wisconsin

Dr. Ruth Short, Dr. Nancy Rice, Dr. Cindy WalkerRachel Westrum, & Samuel Purdy

University of Wisconsin – Milwaukee

WSRA PresentationFeb 2014

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Study Purpose

Wisconsin Department of Public Instruction (DPI) commissioned this study to identify and evaluate how the RtI educational framework is currently being used to identify students with Specific Learning Disability (SLD) in Wisconsin schools.

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Study Process - Phase I

• May-September, 2011o Survey developed

Sample set established

• September, 2011 to January, 2012o Year One survey distributiono 191 schools were sent surveyso 83 completed surveys, 43.5% response rate

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• February to May, 2012o Data analysis revealed eight “high” implementing

schools, selected based on the reported use of best practices in RtI (eg. number of years implementing, RtI team make-up, fidelity monitoring procedures, ect.)

o Phone interviews were completed

• June to July, 2012o Survey revised based on thorough item analysis,

and evaluation of reliability and validity


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• September, 2012 to January, 2013o Year Two survey distributiono 156 Elementary Schools were sent surveyso 92 completed surveys, 59% response rateo Observational tools developed


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• January, 2013 to June 2013o Observational tools pilotedo Data analysis of survey resultso 4 on-site observations/interviews conducted at high

implementing schools

Study Process - Phase II

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• What are the specific types of interventions currently being used in Wisconsin schools as part of the RtI model?

• How are the interventions affecting the identification rate of students who meet the new SLD criteria?

• How are the interventions affecting the identification rate of students in other disability areas?

• Who is providing the intervention? How often?

• Who is on the RtI team in your building/district?

Survey FocusQuestions

Most Used Reading/Language Arts

Interventions

Intervention %

Guided Reading 35

Individualized Instruction/Tutoring

31.4

Early Intervention in Reading

21.6

Leveled Literacy Intervention

20.5

Corrective Reading 18

Wilson Reading System

11

Orton-Gillingham 9.9

Writer's Workshop 9.8

Tier 3

Intervention % Intervention %

Guided Reading 59.6Basal Reading Series

15.1

Leveled Literacy Intervention

55.6 Six-Traits Writing 14.8

Individualized Instruction / Tutoring

35.2 Readers' Theatre 13.2

Writer's Workshop 32.4 Corrective Reading 12.7

Wilson Reading System

24.9 Read Naturally 12.7

Drill/Flashcards 24.7 Accelerated Reader 12.5

Partner Reading 22.7 Reading Recovery 10.6

SOAR to Success 15.5 Orton-Gillingham 10.3

Tier 2

Most Used Mathmatics Interventions

Intervention %

Drill/Flashcards 38.1


37

Everyday Math 22.1

Textbook 15.5Number Worlds 10.3Accelerated Math 9.2Peer Tutoring 8.45

Tier 2

Intervention %


33.9

Drill/Flashcards 25.6Everyday Math 13Accelerated Math 7.9

Tier 3

Reading and

Language Arts

Intervention

Frequency

and Duration

<15 15-30 31-45 >45 <15 15-30 31-45 >453 2 0 0 2 2 0 1

<15 15-30 31-45 >45 <15 15-30 31-45 >451 9 0 0 1 3 0 1

<15 15-30 31-45 >45 <15 15-30 31-45 >453 16 4 0 4 15 1 0

<15 15-30 31-45 >45 <15 15-30 31-45 >451 31 3 0 1 8 3 0

<15 15-30 31-45 >45 <15 15-30 31-45 >454 47 14 3 1 41 38 6

<15 15-30 31-45 >45 <15 15-30 31-45 >450 4 0 0 0 5 2 1

Minutes Per Session

4 Sessions Per WeekMinutes Per Session


5+ Sessions Per Week

Minutes Per Session

Minutes Per Session

Minutes Per Session

Minutes Per Session

Minutes Per Session

Minutes Per Session

1 Session Per Week

2 Sessions Per Week

3 Sessions Per Week

4 Sessions Per Week

5 Sessions Per Week

5+ Sessions Per Week

Tier 2 Tier 31 Session Per WeekMinutes Per Session



CMW6

CMW6 This is very busy - can it be graphed in some way??Cindy Walker, 1/28/2014

Length of Time Schools Had Been

Implementing RtI

Year One

(2011-2012)

Year Two

(2012-2013)

% %

22.9% 13.0%

15.7% 21.7%

14.5% 10.9%

14.5% 21.7%

21.7% 17.4%

6.0% 8.7%

2.4% 6.5%

0.0% 0.0%We currently have no system and are not in the process

of developing one

We are still formulating our process and plan to

implement by Fall of 2013

We have been planning and will be implementing this

year

1 year

2 years

3-4 years

5-7 years

More than 7 years

Who Sits on the RtI Team

% %28.6% 29.3%28.7% 18.3%31.7% 8.5%29.2% 70.5%27.5% 42.8%22.5% 15.1%11.9% 33.0%10.9% 59.4%9.1% 44.6%8.7% 14.1%10.0% 8.9%10.8%

PositionInterventionistLiteracy coachMath coachPrincipalReading specialistReading teacherSchool counselorSchool psychologistSpecial education teacherTeacher leaderOther paid staff member

Curriculum specialist

Eighth grade teachersHigh school teachersAssistant principal

Fifth grade teachersSixth grade teachersSeventh grade teachers

Second grade teachersThird grade teachersFourth grade teachers

First grade teachers

PositionKindergarten teachers

How Does the School Monitor

Fidelity

Monitoring Method %Checklist 23.25Video-taping 1.65Peer Feedback 12.35Outside Monitoring 6.35Other 7.85

CMW8 These are great, but I don't think anyone is going to be able to see the detail. I would bring handouts of this slide and the next one.Cindy Walker, 1/28/2014

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• Number of Years Implementing RtI Program• Teachers and Specialists on RtI Team• Reason for Choosing Interventions

o Evidence Basedo Culturally Responsive

• Fidelity Monitoring Procedures

Selection Criteriafor School Site Visits

Schools Selected for Site Visits

Type Grades# of

Students

School 1 Suburban Pre-K to 4 250

School 2 Rural K to 3 250

School 3 Suburban K-5 500

School 4 Rural Pre-K to 3 450

Key Personel on Team

Principal and School

PsychologistPrincipal and

Literacy CoachPrincipals of

Elementary School and Early

Childhood CenterPrincipal and

District Reading Specialist

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Summary of Schools

Individual School Visit SummarySchool One

DemographicsSuburbanPre-K through 4250 Students90% Caucasian, 30% free & reduced lunch

Background Principal previously trained in the Professional Learning Community (PLC) framework which created the groundwork for collaboration in RtI

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Summary of Schools

School One (Cont.) Creating the RtI Model

Principal led, school-wide initiativeTeachers were involved in creating the scheduleTime blocks were included for teachers to work on dataOne of two recess times were cut to allow for “short breaks”Every teacher and the principal is part of the RtI interventions

The RtI Model3 TiersTier One – Universal Instruction

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Summary of Schools

School One (Cont.) The RtI Model (Cont.)

Tier Two – Small Group Instruction ▪ Classroom teachers provide interventions▪ “Specials” teachers provide enrichment activities for the on-level students

Tier Three – 1:1 Instruction▪ Instruction provided by the reading teacher▪ Reading teacher consults with classroom teachers for interventions

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Summary of Schools

School One (Cont.)RtI Meeting

Prior to the meeting, staff are required to fill out a data sheet for each student they are discussingRun by a “time-keeper”, time limits for different sectionsStudents are evaluated in these meetings every 8 weeks

InterventionsNo school-wide curriculum or grade level uniformityTeachers are responsible for finding their own academic interventions:

Team observed Guided Literacy Plus and TOPS MathSchool Psychologist runs “School Heroes” for behavioral interventions

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Summary of Schools

School One (Cont.)Fidelity

“a work in progress”, “walk-throughs” by the principal but no formal strategy being used

SLD ReferralsStill using the discrepancy model but plan to implement RtI model Fall, 2013

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Summary of Schools

School TwoDemographics

RuralKindergarten through 3rd grade250 students90% Caucasian, 35% free & reduced lunch

BackgroundPrincipal trained in the Professional Learning Community (PLC) modelTeachers trained in Guided Reading Plus and Reading RecoveryRtI seen as an extension of previous reading interventions

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Summary of Schools

School Two (Cont.)Creating the RtI Model

Principal Led, School-WideStaff involved in schedule creation and revision

The RtI Model4 TiersTier One – Universal InstructionTier Two – Small Group InstructionTier Three – 1:1InstructionTier Four – Pathway to SLD referral

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Summary of Schools

School Two (Cont.)The RtI Model (Cont.)

Interventionists conduct all interventions for Tiers 2,3,&4

Interventionists are reading specialists who’ve had Reading Recovery Training

Some Interventionists have blended roles in the classroom as well

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Summary of Schools

School Two (Cont.)RtI Meetings

3 Distinct Group Meetings: Collaborative Decision Making Meetings, Intervention Focused Team Meetings, School Intervention MeetingsMeeting Agendas are outlined in a handbook that explains the focus and agenda of each meetingThere is a late-start day every 2 weeks for all-staff professional development

InterventionsSchool-Wide curriculum is Reading Recovery, younger grades also receive Guided Reading PlusDaily 5 or the CAFÉ model is also implemented in the younger grades

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Summary of Schools

School Two (Cont.)Interventions (Cont.)No universal math intervention, math is push-in with a math recovery teacherBehavioral Interventions administered by school psychologist with some classroom teacher support

At Tier 1: Responsive ClassroomAt Tier 2: Child Study Curriculum and social skills groups

FidelityMonitored with video-taped sessions of a teachers’ lesson, the staff watch video and then provide peer-feedbackLiteracy Specialists model interventions for teachers and other interventionists

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Summary of Schools

School Two (Cont.)SLD Referrals

Using Discrepancy Model but plan to pilot RtI Model for SLD referrals in Fall, 2013

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Summary of Schools

School ThreeDemographicsSuburban500 Students, K-593% Caucasian, 20% free & reduced lunch

BackgroundPrincipal previously trained in the Professional Learning Community (PLC) modelREACH grant enabled them to hire a literacy coordinator prior to implementing RtI

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Summary of Schools

School Three (Cont.)

Creating the RtI ModelPrincipal led, school-wide initiativeStaff collaboration with schedule

The RtI ModelThree Tiers (and “sub-groups”)Tier One – Universal InstructionTier Two – Small Group InstructionTier Three – 1:1 Instruction

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Summary of Schools

School Three (Cont.)The RtI Model (Cont.)

Tiers 2 & 3 are push-inTitle One Teachers perform most of the interventions and the para professionals and teachers do some of the “sub tier” intervention

RtI MeetingBi-monthly collaboration meetings where staff discuss student progress, form is filled out prior to meetingStudent Intervention Team that meets prior to SLD referral

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Summary of Schools

School Three (Cont.)Interventions

Common Core Curriculum , followed by the model developed by CESA 7Daily 5 or CAFÉ modelLeveled Reading Books Math Expressions in Fall, 2013No formal Behavioral Intervention Curriculum but utilize no cost rewards (ex. Earning the principal’s chair for the day)

FidelityNo direct assessment of fidelity

SLD ReferralsUsing RtI model for 2 years, students are referredlater with a 100% placement rate for referral

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Summary of Schools

School FourDemographicsRural450 students, Pre-K through 3rd grade95% Caucasian, 50% free & reduced lunch

BackgroundPrincipal leadership and involvement for RtI establishmentStaff trained in Early Reading Empowerment

Creating the RtI ModelSchedule creation, “sacred” intervention time, described as

a“Universal Tier 2”

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Summary of Schools

School Four (Cont.)The RtI Model

Four Tiers Tier One – Universal Instruction;Tier Two – “Universal Tier Two Time”, every student is assigned an

intervention group based on their academic level (including enrichment)Tiers 3 & 4 – targeted small groups

All Tiers led by classroom teachers, intervention specialists and special education teachers

RtI MeetingTeam meetings are held weekly to review progress monitoring data. Students

are evaluated every 8 to 12 weeks to determine if current Tier and intervention decisions will be continued.

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Summary of Schools

School Four (Cont.)Interventions

Early Reading EmpowermentBalanced Literacy with Guided Reading

FidelityFrequent staff and grade levels refresh intervention skills Video taping of intervention and evaluation before a student is exited from a particular tier

SLD referralsAdopted new SLD rule completely last yearBeen using RtI data for SLD for the last two yearsAssumption is a full year of RtI intervention/data before a referral is warranted

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Major ThemesPeople Not Programs

Exemplary schools emphasized the importance of spending resources (including time and money) on professional development and continuing education for staff instead of spending it on acquiring costly intervention, assessment, or progress monitoring packages.

Principal as Leader and ExemplarThe principals at these exemplary schools not only advocated for RtI within their school and district, but also participated in data driven decision meetings and freely ran intervention groups themselves.

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Major ThemesThe Schedule is Key

Each school crafted a schedule that provided time for teachers to carry out interventions and to collaborate with other grade-level teachers. Principals identified this as the single most necessary factor in making RTI work in their schools. Students followed well-established routines that maximized instructional and intervention time.

Data, Data, DataAll student intervention decisions were based on carefully planned and administered assessment tools that focused on individual skill areas.

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Major Themes

Scripted MeetingsIn order to conduct student decision meetings in a time efficient manner, exemplary schools had handbooks or forms that guided teachers through the data they must have prepared before the group meeting and outlined the agendas for these meetings.

Enrichment and InterventionStudents who were not in need of further academic intervention time were provided enrichment activities in either the same academic area or in “specials” during the intervention block.

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Common Challenges

• Monitoring Fidelity• Identifying Culturally Responsive

interventions• Not yet using RtI data in the evaluation of

Specific Learning Disabilities

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Culturally responsive practices account for and adapt to the broad diversity of race, language, and culture in Wisconsin schools and prepare all students for a multicultural world.

RtI: What Works in Wisconsin r_short_rti.pdfCreating the RtI Model Principal Led, School-Wide Staff...

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