RtII in PA
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1 RESPONSE TO INSTRUCTION & INTERVENTION A STANDARDS-ALIGNED APPROACH TO STUDENT SUCCESS! Northeastern Educational Intermediate Unit September 2008
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RESPONSE TO INSTRUCTION & INTERVENTION A STANDARDS-ALIGNED APPROACH TO STUDENT SUCCESS! Northeastern Educational Intermediate Unit September 2008. RtII in PA. Agenda. Overview of RtI framework Characteristics of universal screening tools - PowerPoint PPT Presentation
Transcript of RtII in PA
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RESPONSE TO INSTRUCTION & INTERVENTION A STANDARDS-ALIGNED APPROACH TO STUDENT SUCCESS!
Northeastern Educational Intermediate UnitSeptember 2008
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Agenda Overview of RtI framework Characteristics of universal screening
tools Logistics for implementing an efficient
universal screening
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Starting point for RtI
Do I believe ALL children can learn?
Do I believe performance targets on the PSSA will be met by 2014?
Can I change my current instructional practice to impact student performance?
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Key Features
Effective instructional / intervention programs Frequent assessment of student performance
Universal Screening (Benchmark) Diagnostic Progress Monitoring (formative) Outcome (summative)
Use of data to make instructional / intervention decisions
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Why Universal Screening??
First graders in the bottom quartile in reading have an 88% likelihood of placing in the bottom quartile in 4th grade and a 78% likelihood of remaining there through 8th grade.
Juel 1988
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Why Screen??
When students are tracked (homogenously grouped), the ability gap widens more than when students are not tracked (heterogeneously grouped).
Davenport & Ruiz (1993)
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The Scope of the ProblemThe Scope of the Problem of U.S. fourth-grade students read below a “basic level” and have “little or no mastery of the knowledge or skills necessary to perform work at each grade level” (NAEP)
Problems are particularly severe for disadvantaged students (50% of 4th grade students whose parents graduated from college were proficient / advanced compared to only of 4th graders whose parents did not finish high school).
40%
10%
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The Scope of the ProblemThe Scope of the Problem
Almost of the nation’s children encounter severe reading problems before third grade which translates into more than million children in America who are struggling, unsuccessfully, to read
A full of students with learning disabilities have reading as their primary area of difficulty
20%
80-85%
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The Scope of the ProblemThe Scope of the Problem
of seniors cannot add fractions with unlike denominators.40%
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LEGAL AUTHORITY
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NCLB:Provided the impetus for school improvement
through AYP accountability.
Defined and required implementation of ‘scientifically research-based practices’.
Supported involvement of all children in the general education curriculum.
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What is Scientific Research?
Quantitative Replicated Large sample size Control Group/Treatment Group Hypothesis Peer reviewed publication
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IDEA 2004 Specific Learning Disabilities
A child is not a child with a disability if the presenting problem is caused by:
Lack of instruction in reading – including in the essential components of reading instruction
Lack of instruction in math Limited English proficiency
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IDEA 2004 Specific Learning Disabilities
“In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientifically research- based interventions.”
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*The most crucial work of RtI implementation is ensuring quality teaching in the standards aligned general education core curriculum.
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Connection to Pennsylvania’s Standards Aligned System
and School Improvement Process
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Addressing the Priorities:A Standards-Aligned System
Strong
Results
RtI: Universal Screening
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Universal Screening Expectations Screenings conducted on all students three times per
year
School maintains results of screening in a database
School produces user-friendly summaries of screening data: A graph is completed to display data for analysis and decision-
making and to indicate percentage of students at-risk, at some risk, and at low risk
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Characteristics of a Quality Screening Instrument
Must be brief and easily administered. Must be research-based Must be highly correlated to skills assessed Must have benchmarks or be predictive of
future performance Must have high reliability and validity. Must be sensitive to small increments of
change
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The Research Is Clear
Only 2-5% of our struggling readers should experience severe reading difficulties.
90-95% of our students can become successful readers.
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We can prevent the achievement gap!
We can prevent many children with reading deficits from becoming reading disabled!
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SCREENING
PLAN FOR IT
DO IT
ANALYZE IT
DO SOMETHING ABOUT IT
