Transcript Document
RtI: How to Make this Work: the Data , the Interventions , the Teaming
February 29, 2008
SASED Spring Institute
Presented by: Barb Curl, Ph.D. Illinois ASPIRE North Regional Coordinator & NSSEO RtI Consultant
Foundational Concepts, Vocabulary, and Tools
Response-to-Intervention and Problem-Solving are about:
Thinking Differently
About Problems, Causes, and Solutions (Concepts)
Talking Differently
About Problems, Causes, and Solutions (Vocabulary)
Doing Some Things Differently
(Tools and Behaviors)
All the principles and components of RtI are
about building a better support system for general education.
• DOING IT BETTER • DOING IT DIFFERENTLY • PROVIDING MORE LEVELS OF SUPPORT TO HELP
ALL
STUDENTS • REALLOCATING RESOURCES/SKILLS IN DIFFERENT WAYS
Foundational Concepts: The Interventions The Data The Problem Solving Process
The VISION:
To Provide Effective Interventions to Meet the Needs of ALL Students Through Early and Scientifically Based Interventions Through Careful Systems Planning
ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS
• • • •
Tier 3
Intensive, Individual Interventions
Individual Students Assessment - based High intensity Of longer duration 5%
• • •
Tier 2
Targeted Group Interventions
Some students (at-risk) High efficiency Rapid response 15% 5% 15%
• • •
Tier 3
• • •
Tier 2
Intensive, Individual Interventions
Individual Students Assessment - based Intense, durable procedures
Targeted Group Interventions
Some students (at-risk) High efficiency Rapid response
• •
Tier 1
Core Instructional Interventions
All students Preventive, proactive 80% 80%
• •
Tier 1
Core Instructional Interventions
All settings, All students Preventive, proactive STUDENTS
What is ‘Response to Intervention (RtI)’?
( Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005) • • •
Identifying and providing high quality instruction and research-based interventions matched to students needs Measuring rate of improvement (ROI) over time to make important educational decisions Educators use ongoing student performance data to determine if an intervention is working. If it is not, it is time to do something different
Problem Solving Method
Problem Identification
Is there a problem? What is it?
Plan Evaluation
Did our plan work?
Problem Analysis
Why is it happening?
Plan Development
What shall we do about it?
Problem Solving is….
• A decision making process around which development and evaluation (of tiers) of interventions and RtI occurs
(our thinking!)
• Data based decision making is the CORE.
• It is designed to improve the educational and behavioral outcomes of ALL students.
If you’ve heard of ‘flex’, it is Illinois’s version/name for Problem Solving.
What RTI Is and Is Not
•
Is: RtI is an overall integrated system of service delivery- a systems change.
•
Is Not: RtI is not just an eligibility system —a way of finding students eligible and/or reducing the numbers of students placed into special education. This is ‘incidential’ to an RtI system.
The Educational Stars Are Aligning
• No Child Left Behind • Reading First • President’s Commission on Special Education Excellence • IDEA Reauthorization 2004 • Illinois Rules and Regulations • Creates tremendous opportunity for schools to make significant changes in how they help students !
RTI in IDEA 2004
“the local educational agency shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability”
RTI in IDEA 2004 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 scientific, research-based interventions
.
Process refers to “Problem Solving Process Responds refers to “Response to Intervention PERMISSION AND ENCOURAGEMENT
IDEA 2004 CHANGES : Eligibility Determinations A child shall not be determined to be a child with a disability if determinant factor is:
•
Lack of scientifically-based instructional practices and interventions that contain the essential 5 components of reading instruction.
•
Lack of instruction in math
•
Limited English Proficiency
In addition…
For a child suspected of having a specific learning disability , the group must consider,.. as part of the evaluation …data that demonstrates that- …the child was provided appropriate high-quality, research-based instruction in regular education settings, …
Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)
And…
For a child suspected of having a specific learning disability , the group must consider,.. as part of the evaluation …data that demonstrates that- …
Data-based documentation of repeated assessments
of achievement at
reasonable intervals
, reflecting
formal assessment
of student progress
during instruction
, which was
provided to the child’s parents
.
Individuals with Disabilities Education Improvement Act of 2004 (IDEIA)
Not only is RtI Best Practices, it is now part of the Illinois Rules and Regulations (finalized June 28, 2007)
(Paraphrased) • • No later than 2010-11, each district
WILL
use RtI as part of the evaluation process for identifying those with learning disabilities.
*(In order to effectively do this, RtI must be implemented at all 3 tiers.)
• No later than Jan. 2009 , each district will submit a professional development plan accomplish this mandate.
stating how they will
Idea #1 An RtI
intervention system is about having a multiple system of instruction and intervention.
Problem-Solving Can Be Used For Anything!
• Direct Academic Behaviors – Reading – Mathematics – Written Language • Academic Supporting Behaviors – Task/Homework Completion – Academic Engaged Time • Social Behaviors – Social Skills – Disruptive Behaviors
Teaming to Weave Interventions With Data
FRAMEWORK for ANY Behavior: Intervention Systems at each tier and data TIER III.
Highly at-risk students
•
Individual Student Decisions Intensive interventions Work completion, Attendance, Disruptive Behaviors ,
•
Classroom or Group Decisions TIER II.
At-risk students Supplemental interventions % complete, Attendance records, SWIS data TIER I .
•
District or School Level Decisions
RTI is about a system of instruction and intervention 5% 15% 80%
Examples of TIER 1: Benchmark/Core Reading Programs That Meet NRP Standards *
: Trophies (Harcourt School Publishers, 2003) The Nation’s Choice (Houghton Mifflin, 2003) Macmillan/McGraw-Hill Reading (2003) Open Court (SRA/McGraw-Hill, 2002) Reading Mastery Plus (SRA/ McGraw-Hill, 2002) Scott Foresman Reading (2004) Success For All (1998-2003)
*
Reviewed by
:
Oregon Reading First Review of Comprehensive Reading Programs
: Addressed all 5 areas and included at least Grades K-3 http://oregonreadingfirst.uoregon.edu/curriculum_r eview.php
~5% ~15% ~80% of Students
~5% ~15% ~80% of Students
Examples of TIER 2 Strategic/Supplemental Reading Programs *
Early (Soar to) Success (Houghton Mifflin) Read Well (Sopris West) Reading Mastery (SRA) Early Reading Intervention (Scott Foresman) Great Leaps (Diamuid, Inc.) REWARDS (Sopris West) Ladders to Literacy (Brookes) Read Naturally Peer Assisted Learning Strategies (PALS)
*
Reviewed by
:
Oregon Reading First
http://oregonreadingfirst.uoregon.edu/curriculu m_review.php
~5% ~15% ~80% of Students
Examples of TIER 3 Reading Programs *
Corrective Reading (SRA) Language! (Sopris West) Wilson Reading System Reading Mastery Earobics (phonics/phonemic awareness; Cognitive Concepts) Great Leaps/ Read Naturally (Fluency) REWARDS (Fluency, Comp. and Vocab. in Plus Program) Soar to Success (comp.)
*
Reviewed by
:
Oregon Reading First
http://oregonreadingfirst.uoregon.edu/curriculu m_review.php
AN EXAMPLE: FRAMEWORK for READING INTERVENTIONS TIER III.
Highly at-risk students Intensive interventions TIER II.
At-risk students Supplemental interventions TIER I .
SRA DI PROGRAMS READING MASTERY HORIZONS CORRECTIVE READING SOAR TO SUCCESS GREAT LEAPS /SLANT REWARDS, LIPS 6 MIN. SOLUTIONS K PALS, 1st Gr. PALS JOLLY PHONICS/GRAMMAR M. HEGGERTY EAROBICS GREAT LEAPS/ SLANT REWARDS, QUICK READS 6 MINUTE SOLUTIONS BRINGING WORDS TO LIFE ELEMENTS OF READING-VOCABULARY METACOGNITIVE STRAT. COLLABORATIVE STRATEGIC READING SOAR TO SUCCESS K PALS, 1st Gr. PALS, JOLLY PHONICS, JOLLY GRAMMAR M. HEGGERTY PROGRAM 6 MINUTE SOLUTIONS, QUICK READS, BRINGING WORDS TO LIFE ELEMENTS OF READING-VOCABULARY, SOAR TO SUCCESS METACOGNITIVE STRAT., COLLABORATIVE STRATEGIC READING,
Big Ideas in Reading
Phonemic Awareness Phonics Vocabulary Fluency Comprehension (National Reading Panel)
The Vision:
Building a System of Substantial Instructional Interventions to Reduce the Gap
5 5.2
4.9
With substantial instructional intervention 4 3 Low Risk on Early Screening 3.2
With research based core but without extra 2.5
instructional intervention 2 1 At Risk on Early Screening 1 2 3 4 Grade level corresponding to age
Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers . Slide coursety of W. Alan Coulter http://www.monitoring
center.lsuhsc.edu
Another way to organize, think about, and implement interventions a more Standard Protocol Treatment approach
•
Take same or similar comprehensive programs and use them at different tiers depending on the district population.
Tier 3 %
Tier 2 ____%
High SES Example
Tier 3 Intensive Interventions: Tier 2 Targeted Interventions:
Reading Mastery Corrective Reading (4-12) Language! (3-12) Read Well (1-3) Horizons
Tier 1 % Tier 1 Universal Interventions:
Four Block Guiding Reading Houghton Mifflin Harcourt
Middle SES Example
Tier 3 %
Tier 2 ____% Tier 1 % Tier 3 Intensive Interventions: Tier 2 Targeted Interventions:
Corrective Reading (4-12) Language! (3-12) Horizons Reading Mastery Language! (3-12)
Tier 1 Universal Interventions:
Harcourt Houghton Mifflin Open Court Read Well (1-3)
%
Tier 2 ____% Tier 1 _____%
Low SES Example
Tier 3 Intensive Interventions: Tier 2 Targeted Interventions: Tier 1 Universal Interventions:
Language! (3-12) Corrective Reading (4-12) Reading Mastery Corrective Reading (4-12) Language! (3-12) Reading Mastery Horizons Read Well (1-3) Open Court
What Criteria….
Differentiate High SES communities from Low SES communities??
Educationally, the main criteria are: • •
background knowledge language development
The lower the SES, the MORE systematic and explicit interventions need to be in all 5 big areas of reading.
WHAT ARE RESEARCH BASED INTERVENTIONS?
• • • • • • •
Research-based interventions include these critical criteria: FOCUS ON ALL OR SOME/ONE OF THE 5 BIG AREAS OF READING EXPLICIT SYSTEMATIC CAREFUL PROGRESSION OF SKILLS AMPLE PRACTICE AND REVIEW IS PROVIDED MATERIALS BUILD AN INTEGRATION OF SKILLS OVER TIME CONSPICUOUS TO THE TEACHER AND LEARNER THE KEY: PROGRESS MONITORING DATA CLEARLY SHOW THAT THE INTERVENTION IS IMPROVING STUDENT OUTCOMES
How do we know what to use? Websites for Scientifically Based Reading Interventions
Florida Center for Reading Research: www.fcrr.org
Oregon Reading First Center: www.texasreading.org
reading.uoregon.edu
Texas Center for Reading and Language Arts:
Fcrr reports
www.fcrr.org
http://www.fcrr.org/FCRRReports Florida Center for Reading Research
Idea #2 An RtI
intervention system is about increasing the intensity of instruction and intervention, as needed.
RTI is about intensity of intervention and instruction Remedial/Intensive Instruction & Intervention Accelerated/Targeted Instruction & Intervention Preventive Instruction & Intervention
Time
Example of 3-Tier Level Interventions
Reading
Tier I Tier 2 Tier 3
90 120 180 Curricular Focus Curricular Breadth 5 areas Core Less than 5 Core + Supplemental 2 or less Core + Intensive Frequency of Progress Monitoring 3X Yearly or greater Monthly or greater Weekly
How can immediate, intensive interventions be scheduled and delivered?
1. Delivered by regular classroom teacher during the “uninterrupted reading period” 2. Delivered by additional resource personnel during the “uninterrupted reading period”, or at other times during day 3. Delivered by classroom and resource personnel during after school or before school programs 4. Delivered by well-trained and supervised paraprofessionals during the “uninterrupted reading period” or other times 5. Delivered by peers or trained parent volunteers during “uninterrupted reading period” 6. Delivered by computers throughout the day 7. Power Hour
Changing Emphasis of Big Ideas
2 3 K Phonological Awareness Alphabetic Principle Automaticity and Fluency with the Code
Letter Sounds & Combinations Listening
Vocabulary 1
Multisyllables Reading Listening
Comprehension
Reading
Idea #3 RtI is about using different data measures to make decisions.
Progress Monitoring and Diagnostic Assessment & Strategic Monitoring RTI is about different data measures 5% 15% Universal Screening and Benchmarking (Early Literacy and Numeracy, Oral Reading, Comprehension, Math Computation, Spelling and Writing Fluency Measures.) 80%
All assessment measures directly linked to interventions
BIG IDEA: Integrated Assessment Systems This is what we’ve had. Assessment This is what we want..
Instruction Aligning Assessment and Instruction
In an RtI System, Keep in Mind the Purposes of Assessment
Who has problems? ( Problem Identification ) Why is the problem is occurring? ( Problem Analysis ) Is our instruction working to fix the problem? ( Plan Development & Implementation ) How well are we doing overall? ( Plan Evaluation ) Taken from Heartland AEA 11
Assessment Systems Used in RtI Models
Essential components Screening (Problem Identification) Diagnostic (Problem Analysis) Progress Monitoring (Plan Development & Implementation) Outcome/ Accountability Reading Behavior
Aimsweb DIBELS Sopris West tool CBE -R SLA, ISEL,QRI MAP, Run.Re.
Inform. Phonics Aimsweb DIBELS Functional Beh.
Assessment ISAT MAP Aimsweb DIBELS ITBS, Terra Nova Taken from Heartland AEA 11
Use Scientifically Based Problem Identification & Progress Monitoring Tools
www.studentprogress.org
Standards for Scientifically Based Progress Monitoring Have Been Established Reliability Quality of Good Test Validity Quality of Good Test Sufficient Number of Alternate Forms and of Equal Difficulty Essential for Progress Monitoring Evidence of Sensitivity to Improvement or to Effects of intervention Critical for Progress Monitoring Benchmarks of Adequate Progress and Goal Setting Critical for Progress Monitoring Rates of Improvement are Specified Critical for Progress Monitoring Evidence of Impact on Teacher Decision Making instruction or Student Achievement; Critical for Formative Evaluation Evidence of Improved Instruction and Student Achievement; Gold Standard for Progress Monitoring Logistically Feasible--Low Cost, Efficient, Accurate Critical for IMPLEMENTATION
Not All Assessment Tools Schools Use Meet Accepted Psychometric Standards Members of the CBM “Family” Do
www.studentprogress.org/tools
What is Universal Screening?
• Given to everyone • Measures Critical Skills • Brief • Repeatable • Cheap and easy to administer and score • Tells us who and what tier needs intervention
TIER III FRAMEWORK FOR READING ASSESSMENT PROGRESS MONITORING (ROI) SYSTEMATIC PROBLEM SOLVING PINPOINTING THE SPECIFIC AREA OF DIFFICULTY, DIAGNOSTIC INFORMATION
EVERY 1-2 weeks MONTHLY
TIER II TIER I STRATEGIC MONITORING (ROI) 1. UNIVERSAL SCREENING
AND BENCHMARKING:
EARLY LITERACY MEASURES, AS DIBELS OR AIMSWEB CBM (KEY CRITICAL INDICATORS)
3 X PER YEAR
What do the Universal Screening measures look like? What do they tell us?
UNIVERSAL SCREENING AND BENCHMARKING:
Aimsweb Literacy Measures:
•Letter Naming Fluency •Letter Sound Fluency •Phoneme Segmentation Fluency •Nonsense Word Fluency •Oral Reading Fluency
WHY THESE MEASURES?
Big Ideas in Reading
Phonemic Awareness Phonics Vocabulary Fluency Comprehension (National Reading Panel)
BIG IDEAS IN EARLY LITERACY SKILLS-LINKED TO THE NATIONAL READING PANEL 5 BIG IDEAS • • •
Phonemic Awareness:
– The awareness and understanding of the sound structure of our language, that ‘cat’ is composed of the sounds: /k/ /a/ /t/.
Alphabetic Principle
: (
Phonics
) Based on 2 parts: – Alphabetic Understanding. Words are composed of letters that represent sounds, and – Phonological Recoding. Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell.
Accuracy and Fluency with Connected Text
.
– Readers who are not fluent at decoding are not able to focus their additional resources on vocabulary and comprehension. (
Fluency, Vocabulary, and Comprehension)
Big Ideas Drive the Train
Big ideas drive the curriculum and instruction Big ideas drive the measures we use.
•
Phonemic Awareness
• Phoneme Segmentation Fluency •
Alphabetic Principle
• Letter Sound Fluency • Nonsense Word Fluency •
Accuracy and Fluency with Connected Text
• CBM Oral Reading Fluency •
Risk indicator that acquisition of crucial skills may be difficult
• Letter Naming Fluency
Why THESE Literacy Measures?
•Torgesen says that “Measures of letter knowledge continue to be the best single predictor of reading difficulties.” •Marilyn J. Adams, in her article, “The Elusive Phoneme”, says that “a child’s level of phonemic awareness on entering school is widely held to be the strongest single determinant of the success that he or she will experience in learning to read.” •Research has shown that Oral Reading Fluency is the best reading General Outcome Measure (GOM).
IN GENERAL, ORAL READING FLUENCY MEASURES PROVIDE QUALITATIVE INFORMATION ABOUT 3 BROAD COMPETENCIES:
• • •
1. RATE
: Words read correctly -Above 75th%- consider differentiating instruction -Below 25%- consider need for Tier 2 interventions -Below 10%- further assess, do problem analysis, and consider need for Tier 2 and/or 3 interventions
2. ACCURACY:
Error rates -0-5 error rate= acceptable accuracy (skilled readers are 95% or better accurate)..
-5-10% error rate= accuracy in question ->10% error rate=unacceptable accuracy
3. COMPREHENSION
-ADEQUATE FLUENCY AND RATE CORRELATE STRONGLY WITH ADEQUATE COMPREHENSION
What Does R-CBM Measure?
Phonemic Awareness Phonics Fluency Vocabulary Comprehension http://www.nationalreadingpanel.org/
ALL
These Skills =
General Reading Skill
General Outcome Measures (GOMs) From Other Fields Medicine
measures height, weight, temperature, and/or blood pressure as an indication of general health.
Federal Reserve Board measures the Consumer Price Index
Wall Street
measures the Dow-Jones Industrial Average Companies report earnings per share
McDonald’s
measures how many hamburgers they sell as an indication of company’s success
Reading measures Oral Reading Fluency as an Indication of general reading achievement/reading health.
Amy’s Educational Need is Measured by the PERFORMANCE DISCREPANCY
No Significant Discrepancy Educational Need
Billy’s Educational Need Significant Performance Discrepancy More Severe Educational Need
Monitoring Progress at Tier 1: Benchmark Assessment to Measure Educational Need and Benefit for
All
Educational Need Reduced with Clear Educational Benefit Identified as At Risk and Early Intervention
Data-based documentation of repeated assessments of achievement at reasonable intervals
, reflecting formal assessment of student progress during instruction,
was provided to the child's parents.
How to Use the Data…
Aimsweb literacy data can give us a lot of information that can be used to help plan instruction, which of 5 big areas of reading is deficit, and determine which students to put together in which intervention group. Remember -- hypotheses can always be confirmed with additional diagnostic assessment data!
DATA 5 BIG IDEAS
LINKING ASSESSMENT DATA INFORMING THE 5 BIG AREAS OF READING TO INSTRUCTION AND INTERVENTIONS Measures: 5 Big Areas: Interventions:
LNF
PHONEMIC AWARENE SS
KPALS LSF
PHONICS
MHEGGERTY PSF NWF ORF WRITING SPELLING
FLUENCY VOCABULAR Y COMPREHENSION
GREAT LEAPS REWARDS 6 MIN. SOLUTIONS COLLABORATIVE STRAT. READ 180
How does the data system and measuring RtI all fit together with Intervention Systems and Problem Solving?
Once Screening Data is Collected You Begin to Make Informed Decisions… Data-Based Decisions!
•
District or School Level Decisions
•
Classroom or Group Decisions
•
Individual Student Decisions
ALWAYS THINK ABOUT STUDENT NEEDS IN THIS FRAMEWORK: TIER III TIER II TIER I
INDIVIDUAL NEEDS • CLASS NEEDS • SMALL GROUP NEEDS • DISTRICT NEEDS • SCHOOL NEEDS • GRADE LEVEL NEEDS
Old System of Problem Solving
Special Education General Education
Severity of Educational Need or Problem
General Education with Support
Core
Bridging the Gap
Core + Intensive Core + Supplemental Weekly Weekly-Monthly 3x/year Severity of Educational Need or Problem
Intensive 3%-5% Plan Evaluation Targeted/ Problem Supplemental Identification 7%-15% Universal 80%-90% Plan Implementation Problem Analysis Plan Development
Problem Solving Approach
Amount of Resources Needed To Solve Problem Universal Interventions
General Education Special Education DEFINE THE PROBLEM
•
Is there a problem? What is it?
ANALYZE
•
Why is it happening?
DEVELOP A PLAN
•
What shall we do about it?
EVALUATE
•
Did our plan work?
Intensity of Problem
Intensive 5% We want these percentages: Targeted/ Supplemental 15% Tier 1.:
50% or better on Aimsweb norms.
Tier 3
.: 25% or lower on Aimsweb norms.
Tier 2
: Everyone in between.
Universal 80%
Screening Detects a Problem with Core Curriculum
• Classwide Intervention • Large Group • Most students will respond • Typically this is a general education responsibility Joe Witt, www.isteep.com/compcenters
How Do you KNOW if Core Instruction is Working: Screen-Many students not Learning at Tier 1 Grade Level Standard Kalisha in Red Seems to be a Problem Now does she look like a problem?
Universal Screening Identified School Wide Reading Deficits in Vail
Mastery Instructional At Risk Reading data- 1st grade
After
Grade Wide
Intervention--No Systemic Problem
First Grade
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 50 Fall '05 20 30 80 National 5 15 High Risk Some Risk Low Risk
At what tier should problem solving occur?
Tier 1 Are the majority (80% or more) of students responding to the curriculum?
If “No”, then focus on Tier I If “Yes”, consider Tier 2 interventions for some students
UNIVERSAL TIER 1: Benchmark/Core Programs
: ~5% 1. Rigby Literacy (Harcourt Rigby Education, 2000) 2. Trophies (Harcourt School Publishers, 2003) 3.
The Nation’s Choice (Houghton Mifflin, 2003) 4. Macmillan/McGraw-Hill Reading (2003) 5. Open Court (SRA/McGraw-Hill, 2002) 6. Reading Mastery Plus (SRA/ McGraw-Hill, 2002) 7. Scott Foresman Reading (2004) 8 Wright Group Literacy (2002) ~15%
Reviewed by: Oregon Reading First
Comprehensive
: Addressed all 5 areas and included at least grades K-3 ~80% of Students
School-Wide Reading Improvement in a School Using Problem-Solving Courtesy of Christine Martin, Indian Prairie School District, IL
Problem Solving Approach
Targeted, Supplemental Interventions Amount of Resources Needed To Solve Problem
1 2 5 General Education With Support 3 4 DEFINE THE PROBLEM
•
Is there a problem? What is it?
ANALYZE
•
Why is it happening?
DEVELOP A PLAN
•
What shall we do about it?
EVALUATE
•
Did our plan work?
Intensity of Problem
2.
We want these percentages: Tier 1.:
50% or better on Aimsweb norms.
Tier 3
.: 25% or lower on Aimsweb norms.
Tier 2
: Everyone in between.
Intensive 5% Targeted/ Supplemental 15% Universal 80%
40% 30% 20% 10% 0% 100% 90% 80% 70% 60% 50% 50 Fall '05 20 30 65 Winter 10 25 80 National 5 15 High Risk Some Risk Low Risk
~5% ~ 15% ~ 80% of Students
TIER 2 TARGETED: Strategic/Supplemental
: 2.
3.
4.
5.
6.
7.
8.
9.
1.
Early (Soar to) Success (Houghton Mifflin) Read Well (Sopris West) Reading Mastery (SRA) 6 Minute Solutions Great Leaps (Diamuid, Inc.) REWARDS (Sopris West) Ladders to Literacy (Brookes) Read Naturally Peer Assisted Learning Strategies (KPALS)
D122/KOLB FRAMEWORK for READING INTERVENTIONS TIER III Highly at-risk students Intensive interventions
Heggerty (to grade 5) Great Leaps REWARDS Wilson, SRA DI series The Six Minute Solution The Six Minute Solution: Increase Intensity
TIER II At-risk students Supplemental interventions
Vocabulary through Morphemes REWARDS Great Leaps Collaborative Strategic Reading Heggerety Phonemic Awareness Curriculum: Increase Intensity Students identified through data. Team matches students to appropriate intervention..
TIER I
KPALS Heggerety Phonemic Awareness Curriculum The Six Minute Solution Vocabulary through Morphemes Collaborative Strategic Reading, Think Alouds Selected Interventions from Trophies Series More intensive individual support
Data Review Intervention Group 1
Median GOAL ROI = 1.3
Median TREND ROI = 4.71
Intervention Effective?
Problem Solving Approach
Amount of Resources Needed To Solve Problem Intensive Interventions
1 2 More Intensive Support 5 3 4 DEFINE THE PROBLEM
•
Is there a problem? What is it?
ANALYZE
•
Why is it happening?
DEVELOP A PLAN
•
What shall we do about it?
EVALUATE
•
Did our plan work?
Intensity of Problem
We want these percentages: Tier 1.:
50% or better on Aimsweb norms.
Tier 3
.: 25% or lower on Aimsweb norms.
Tier 2
: Everyone in between.
Intensive 5% Targeted/ Supplemental 15% Universal 80%
~5% ~15% ~80% of Students
TIER 3: INTENSIVE Intervention
1.
2.
3.
4.
5.
6.
7.
8.
Corrective Reading (SRA) Language! (Sopris West) Wilson Reading System Reading Mastery Earobics (phonics/phonemic awareness; Cognitive Concepts) Great Leaps/ Read Naturally (Fluency) REWARDS (Fluency, Comp. and Vocab. in Plus Program) Soar to Success (comp.)
D122/KOLB FRAMEWORK for READING INTERVENTIONS TIER III Highly at-risk students Intensive interventions
Heggerty (to grade 5) Great Leaps REWARDS Wilson, SRA DI series The Six Minute Solution The Six Minute Solution: Increase Intensity
TIER II At-risk students Supplemental interventions
Vocabulary through Morphemes REWARDS Great Leaps Collaborative Strategic Reading Heggerety Phonemic Awareness Curriculum: Increase Intensity Students identified through data. Team matches students to appropriate intervention..
TIER I
KPALS Heggerety Phonemic Awareness Curriculum The Six Minute Solution Vocabulary through Morphemes Collaborative Strategic Reading, Think Alouds Selected Interventions from Trophies Series More intensive individual support-
Student Progress Monitoring:
Is the student benefiting from the intervention?
Is the student’s rate of improvement sufficient?
Does the intervention need to be modified?
Intervention line Trendline
Change the intervention plan immediately
Data points Error rates
Role of the
Principal
Within a RtI/PS System
• Sets vision for problem-solving/RtI process • Gives permission • Supports development of expectations • Responsible for allocation of resources • Facilitates priority setting • Ensures follow-up • Supports program evaluation • Monitors staff support/climate
Principals aren’t the only ones who can exercise leadership within a school.
Teachers do so as well.
• • •
Stages of Implementing Problem-Solving/RtI
Consensus
Beliefs are shared and agreed upon
Vision statement exists
RtI and PS are understood
Implementation requirements are understood Leadership is provided by the principal and key school staff
Infrastructure Development
System self-study completed
Universal screening and benchmarking system has been developed System of prevention/intervention has been developed Core Leadership team identified and committed Problem solving team(s) and processes developed Plan for sustainability has been developed Revision of special education eligibility processes has been developed Implementation
o
Roll out of RtI/PS begins or continues with increasing sophistication
o
Evaluation of student outcomes, system data, problem solving process and consumer satisfaction exists Batsche, G., Response to Intervention: Blueprints for State, District and School Implementation (modified)
Think on-going
School Improvement Process Building and Sustaining your process/model
Consensus Activities (How will you get staff On-board?) What Needs to Be Done?
Who Should Be Involved?
Who is Responsible?
When Should It be Implemented or Completed?
Infrastructure Activities (Tiers of Intervention) What Needs to Be Done?
Who Should Be Involved?
Who is Responsible?
When Should It be Implemented or Completed?
Implementation Activities (Scheduling, reorganizing) What Needs to Be Done?
Who Should Be Involved?
Who is Responsible?
When Should It be Implemented or Completed?
Lessons from Oz
It takes courage It takes heart It takes knowledge
We have all that is required to support a system of change and success for all children. We should make this our work , our passion , and our purpose .
Excellent Websites • • • • • • • • •
Doing What Works for ELL:
http://dww.ed.gov/learn/learn.cfm?PA_ID=6&T_ID=13&P_ID=20&rID=1
Illinois School Psychologists’ Association: www.ilispa.org/consumer resources
Florida Center for Reading Research: www.fcrr.org
Oregon Reading First Center: reading.uoregon.edu
Texas Center for Reading and Language Arts: www.texasreading.org
Consortium on Reading Excellence (CORE): www.corelearn.com
What Works Clearing House http://www.whatworks.ed.gov
/ National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS): www.pbis.org
National Center on Student Progress Monitoring www.studentprogress.org