Transcript Intervention Summit Chicago, IL May 17, 2010

Intervention Summit
Chicago, IL
May 17, 2010
O’Neal Elementary School
Poplar Bluff R-1
National Center on Response to Intervention
http://www.rti4success.org/
Intervention Summit Speakers
What is RTI?
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Response to
Intervention
Organizational
framework for
instructional and
curricular decisions and
practices based on
students’ responses
RTI Components
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Screening
Tiers of instruction
Progress monitoring
Fidelity indicators
Levels of Prevention: Academic
Interventions
Primary Level The focus is on student population.
Core academic curriculum (dictated by state or district standards and school) in
combination with adaptations and accommodations made by general educators;
Secondary Level—The focus is on some students who are
not responsive to the primary level.
Evidence-based practices or small-group tutoring on academic subjects, typically conducted by trained
and supervised tutors;
Tertiary Level—The focus is on those few students
needing the most intense interventions
Individualized instruction on modified instructional content and materials, related to the
general education program. Instruction is delivered in smaller groups than at the secondary
level, is more tailored to individual needs or skill deficits, with longer and more frequent
sessions. The tertiary level also requires ongoing progress monitoring to inductively
formulate instructional programs.
Is not synonymous with special education
Prevention and Planning Models
EBIS/RTI Planning Model
Tier 3:
Individualized
Strategies
Prevention Model
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Tier 2: Effective, Strategic
Interventions and Strategies,
Progress Monitoring
Tier I: Research Based Core Programs,
Universal Screening, Identification of Students with
Greater Needs
~80% of Students
Analyzing Change vs. Stability
RTI Components
(Technology)
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Current practices
Change agent
Perceived Role
( Personal Theory)
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Professional beliefs
Context
School Culture
(Social System)
• Team relationships
• Team chemistry
William Reid (1987)
Dr. Wayne Callender
Keynote Speaker
“Response to Intervention”
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Partnering for Purpose....theme for the
conference.
Dr. Callender’s Powerpoint
http://pluk.org/training/5_Wayne_Callender_RTI.pdf
Response to Intervention Powerpoint
http://www.allkindsofminds.org/documents/Policy/RTI_presentation_
AK.ppt
[email protected]
University of Oregon
Devastating Freshman Year
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One Semester F decreases the likelihood
of graduating 83% to 60%
Two Semesters F’s decreases the
likelihood to 44%
Three Semesters of F’s during Freshman
year = 31% chance of graduating
Students must enter prepared or receive
immediate intervention
Compelling Reasons
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Lots of struggling students
Life-long Consequences for failure
What we were doing wasn’t working
75% of dropouts are incarcerated
It is not just about not lacking of
reading skills.....it is the lack of a
life path.
Oral Reading Fluency
Non-Readers
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Non-Readers
Since 1980 there has been little
change in reading test scores.
Every year, at least 2.25 million
adults considered to be functionally
illiterate swell the ranks of citizens
un able to read.
Special Education: Statistics of Interest
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60% all students in special education are those
with special learning disabilities
Up to 80% of SLD students are there because
they haven’t learned to read
Students in Special Education
Have less exposure to regular ed, curricula and
have fewer regular ed friends
Academic achievements is no better than like,
lnon-identified peers
Few students in special education ever close the
achievement gap, even fewer exit.
Placement in Special Education is a life altering e
vent
Why Didn’t it Work?
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Too much emphasis on procedure,
too little on effective instructional
practices
Too much and too little information
Special Education....Desire for a
Magic Bullet
RTI: School-Wide Approach
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Uses a tiered approach for addressing
student needs, (i.e. Benchmarks,
Strategic, and Intensive).
Maximizes the use of regular and special
education resources for the benefit of all
students.
Adopts Interventions and instructional
practices that are evidence based
Uses assessments for the purpose of
Instructional decisions making (screening,
diagnostic, and progress monitoring.)
Systematic?
Contrasting Approaches
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School-Wide
Students Screened
Support aligned to student
needs are immediate
Support pre-arranged
structured for success
Monitoring systems
evaluates effectiveness of
supports
Intervention is structured
to achieve long-term
outcomes
Focus is assured Effective
Systems
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Traditional
Struggling students
identified for support over
time by teachers
Support often weak and/or
required students to
‘qualify”
Plan for support is
“reactive”
Limited use of monitoring
and focused on students
Intervention is time
oriented rather than
outcome oriented
Limited to no evaluation of
systems
The Building Blocks of Early Math
Douglas H. Cements
University at Buffalo State University of New York
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For Presentation go to UBTRAID.org
click on articles....
Click on Building Blocks of Early Math
Research.....U.S. and
Japan....cartoons....and video clip of a
Building Blocks Early Childhood
Classroom in Boston.
Basic Facts
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The more you use timed tests....the fewer facts
students learn.
Drill without meaning and strategy development did
not work.
WHAT WORKS
1.
Develop images
2.
Counting Strategies (Doubles plus 1)
3.
BAMT (Break Apart to Make Tens) MOST
SUCCESSFUL COUNTING STRATEGY!
4.
Intelligent practice (“repeated experiencing”)
Arithmetic in School
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Students who let students try to
solve problems first ...... before
instruction are more successful in
learning the strategies.
Invented Strategies allow students
to solve using the strategies that
work for them.
4th Grade
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Compensation
USE IT....
This develops problem solving skills.
Digital Tools for Every School Leader
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Kathleen P. King, EdD
Fordham University & University
South Florida
[email protected]
What are Digital Tools
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Teachers’ Podcasts
www.teacherspodcast.org
BLOGS
WIKIS
VIDEO CASTS
Virtual Schools
Free Phone Number from Internet
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http://iearn.org/
iEARN (International Education and
Resource Network) is the world's
largest non-profit global network that
enables teachers and youth to use the
Internet and other technologies to
collaborate on projects that enhance
learning and make a difference in the
world.
The Wiki-Powered School District!
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Quick and easy
If you can use an eMail you can
use a WIKI
Collaboration
Web Resources for Digital Media and
Educational Resources
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District Leaders Podcast
www.districtleaderspodcast.org
McGraw-Hill Education
www.mheducation.com
McGraw Hill Learning Network
www.mhln.com
Talking Financial Literacy Podcast
http://www.talkingfinlit.org
Teacher’s Podcast
www.teacherspodcast.org
Educators as Physicians
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Using Data from Reading
Assessments for Professional
Decision-Making with RTI
Dr. Jan Hasbrouck, Ph.D.
Vicki Gibson, Ph.D.
www.gha-pd.com
Video Clip
http://www.gha-pd.com/about.html
“Our school is ready to make some
serious improvements in our
instructional programs....”
“So......how do we get there?”
Set Your SAILS
S TANDARDS
 A SSESSMENTS
 I NSTRUCTION & INTERVENTION
 L EADERSHIP
 S USTAINED COMMITMENT
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Response to Intervention
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1.
2.
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A Professional
Parallel
Go to the
physician to be
screened.
Find something,
begin to
investigate.
Collect data.
Intensive Care...a
team begins to
search and collect
data.
5 Key Reading Components
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Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Teach Differently?
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How do we change the behavior of
teaching to TEACH
DIFFERENTLY?
Change the behavior of teaching.
Create different deliveries of
instruction.
Find ways to improve instruction.
What is Differentiation Instruction
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It means.....teaching differently
Differentiating is Challenging Because
it Requires CHANGE
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Whole class overview
Small group teaching
Collaborative practice
Guided/Independent practice
Pacing for success
Purposeful work
Differentiated assessment
WHY Does Differentiating Instruction
Appear so Difficult?
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You can’t buy it!
It involves
everyone!
It requires
charging belief
systems.
It requires
changing
behaviors and
habits.
Supporting Tier 2 and Tier 3 Students
Wayne Green, Principal
Orange County, Florida
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ELEMENTARY SCHOOL MODEL
Literacy Groups
Direct Instruction
Instructional Grouping
Identified Instructional Needs
high Interest Materials
Flexible and Fluid Scheduling
Scheduling
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8:30-11:00 Everyone teaches
reading
11:00-11:30 Breakout Session for
Specific Needs
Students who have specific reading
needs, may read all day long.
Tables in each classrooms, no desks
for interaction and small group
instruction.
Reader Characteristics
Identifying the Problem
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1.
2.
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4.
5.
Diagnostic and Prescriptive for All
Ability to Decode
Fluency
Explicit Comprehension
Implicit Comprehension
Individualized Schedule
RTI in Math
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Marcy Stein, PHD
University of Washington, Tacoma
[email protected]
Randy Sprick
http://www.safeandcivilschools.com/
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Establishing Collaborative Teams
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Embed collaboration in routine practices
Build time for collaboration into the school
day
Focus teams on key questions
Make products of collaboration explicit
Generate team norms to guide
collaboration
Pursue specific and measurable
performance goals
Ensure that teams have access to
relevant
The Three C’s
Collaboration
(who)
Curriculum
(what)
C _____
National Math Panel: Recommendations
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centeroninstruction.org
Effective Schools
Effective Instruction
Lawrence W. Lezotte, Ph.D.
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National Education Consultant
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www.effectiveschools.com
Lawrence W. Lezotte, PhD, is known as the preeminent spokesperson
for Effective Schools research and implementation. He has written
numerous books based on the Seven Correlates of Effective Schools.
As a nationally renowned education consultant and commentator, he
touches the lives of thousands of educators and tens of thousands of
students each year through workshops and conferences across North
America. In recognition of his efforts, Dr. Lezotte received the 2003
Council of Chief State School Officers’ Distinguished Service Award,
and in 2009, he became the ninth recipient of the Brock International
Prize in Education.
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PowerPoint
http://www.masb.org/Portals/0/ppt/Lezotte2009.ppt
http://www.solutiontree.com/public/ProfDev.aspx?node=&parent=&ShowPresenter=tru
e&ProductID=SHF103
Senge’s Double-Loop
Learning Model
Higher
Loop
Mission,
Core Beliefs,
& Core Values
Lower
Loop
Tactics,
Strategies,
& Behaviors
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School-level Factors (ranked)
1.
2.
3.
4.
5.
6.
7.
8.
Opportunity to Learn
Time
Monitoring
Pressure to Achieve
Parental Involvement
School Climate
Leadership
Cooperation
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The 5 T’s of School Improvement
Theories
• Effective Schools
• Systems Thinking
• Continuous Improvement
Teams
• Empowerment
• Consensus Building
• Problem Solving
Time
• Team Time
• Staff Development
• Study Groups
Constantly
Improving
Student
Achievement
Technology
• Real Time Data
• Just-In-Time Information
• Research/Proven Practices
Tools
• Data Gathering
• Data Analysis
• Data Display
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Getting Ready for
Continuous Improvement
Establish the
Process:
Reflect
inclusive & collaborative
Clarify Mission,
Core Values,
Core Beliefs
Identify Essential
StudentLearning
Study
Plan
Do
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Change Structure
Suppose someone gave
you an increase in funds.
Change Time
Change Talent
Change Materials
Change Culture
What would
you buy
to increase
student
achievement?
48
Change Structure
How will that
translate to:
Placing Students at
Appropriate Level of Difficulty
Change Time
Increasing Instructional
Time for Learning
Change Talent
Change Materials
Change Culture
Increasing
Student Engagement
Assuring
Instructional Alignment
Adding Guided Practice with
Immediate Feedback
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How will
that then
translate to:
Change Structure
Placing Students at
Appropriate Level
of Difficulty
Change Time
Increasing Instructional
Time for Learning
Change Talent
Increasing
Student Engagement
Increased
Motivation
+
Increased
Learning
=
Change Materials
Change Culture
Assuring
Instructional Alignment
Adding Guided Practice
With Immediate
Feedback
Increased Student
Performance
50
Literacy
Coach
Teacher
Student
Increased Motivation + Increased Learning =
Increased Student Performance
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Building RTI (Multi-Tier Coordinated Early
Intervening Services; CEIS): At the Elementary
Level
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Mark R. Shinn, Ph.D.
National Louis University
[email protected]
http://markshinn.org