Transcript Slide 1

Keystone Educational Consulting
Dr. Ashlea Rineer-Hershey
Dr. Richael Barger-Anderson
Focus Questions
 What are the core characteristics of the RtI model?
 What are the elements of Tiers 1, 2 and 3 on the
RTI triangle?
 What elements are needed to implement RTI in a
school?
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What is Response to Intervention?
 A comprehensive standards-aligned school reform
strategy that enables early identification and
intervention for students needing additional
opportunities to learn high level content -- while
providing on-level students the opportunity to
enrich and “grow” their skills and talents
 An alternate way to identify students with learning
disabilities
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From RtI to RtII: We gained an ‘I’
 Instruction is the Key!
 Promotes the importance of effective instruction
in building a strong core (Tier 1)
 Promotes the provision of standards-aligned
instruction for all students
 Focuses Tier 2 and 3 implementation efforts on
effective instructional practices
 Discourages teams in building Tiers 2 and 3
structures without a strong, standards aligned
instructional core
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A Multi-tiered Strategy… to Intervention
Framework
Tier 3:
Interventions
for
A Few Students
Tier 2:
Interventions
for
Some Students
Tier I:
Foundation
Standards Aligned Instruction for All Students
Tier 1: Foundation-Standards Aligned Instruction
for All Students
Definition: Standards aligned instruction and
school-wide foundational interventions provided
to all students in the general education core
curriculum and includes:
Effective instruction
Differentiated Instruction
Research-based core programs
Clear expectations
Effective student support
Periodic benchmark assessments
Universal prevention
Includes: Reading, Math, and Behavior
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Tier 1 Components
 High Quality Standards-Aligned Instruction in the
General Classroom
 Universal Screening and Benchmark Assessment
 Data Analysis Teaming
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Tier 1: High Quality Standards-Aligned Instruction
in the General Classroom
Standards-Aligned Instruction
• What students are taught (curriculum); how
students are taught (instructional practices),
and how students are assessed are directly
matched to the PA state standards.
• This is the first step in implementing an RTI
framework.
• All staff are active in assessment and
instruction.
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Tier 1: Universal Screening
• All students assessed 3 times a year in reading, math, and
behavior
• Data is graphed for easy analysis and interpretation
• Provides a baseline for grade-wide goal setting.
• Identifies students at risk of academic or behavioral
difficulties.
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Tier 1: Universal Screening
Frequently used in PA:
 Reading
 DIBELS, AIMSweb, 4Sight Benchmark Assessments
 Math
 Monitoring Basic Skills Progress (MBSP), GMADE,
4Sight, Star Math
 Behavior
 School-wide Information System (SWIS)
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Sample 4th Grade 4Sight
Proficiency Data- Winter - Math
Tier 1: Data Analysis Teaming
Grade Level Teams…
 Meet within one week after universal
screenings.
 Follow a structured meeting protocol.
 Analyze grade level student data.
 Set measurable grade-wide goals.
 e.g., By the second benchmark, 75% of 2nd graders
will be at benchmark in Oral Reading Fluency)
 Select and implement research-based, gradewide strategies to reach this goal.
 Monitor and adjust selected strategies.
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Tier1 in Action: Student
Example
 Elliot, Kendra, and Rob
 3rd grade general education
 DIBELS benchmarks



Fall
77 words correct per minute
Winter
94 words correct per minute
Spring 110 words correct per minute
 Progress monitoring data



Tier 1
Tier 2
Tier 3
x3 per year
every other week
weekly
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3rd grade benchmarks: Fall = 77; Spring = 110
Elliot
Elliot’s Attained Scores: Fall = 79; Spring = 113
110
105
W100
C95
P
M90
85
80
Tier 1 is working for Elliot
75
70
2
4
6
8
10
12
14
16
18
20
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Weeks
24
26
28
30
= Expected
32
34
36
= Attained
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Tier 2: Interventions for Some Students
 Definition: Academic instruction and
behavioral
strategies, methodologies and practices designed
for some students not making expected progress in
the standards-aligned system and are at risk for
academic and behavioral failure.
 Students require additional academic and
behavioral support to successfully engage in the
learning process and succeed in the standardsaligned system.
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Tier 2: Interventions for Some Students
Increased Time and Opportunity to Learn:
 In addition to core instruction
 Supplemental small group instruction
 Specialists may assist with strategic instruction in
general education classroom or in homogeneous
skill group
 Use of standard protocol interventions
 More frequent progress monitoring (every other
week)
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Application of RtII in Tier 2
Examples:
 Reading:
 Quick Reads, Peer Assisted Learning Strategies (PALS),
Read Naturally
 Math
 Mastering Math Facts, Peer Assisted Learning Strategies
(PALS), Number Worlds
 Behavior
 Check-in/Check-out, targeted reinforcement system;
small groups for specific skills
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Tier 2: Interventions for Some Students
Increased assessment:
 Progress Monitoring data collection done twice per
month
 Data-based decision-making based on using no less
than four data points
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3rd grade benchmarks: Fall = 77; Winter = 94
Rob
With 6 data points, Rob is not on target to reach 94
Tier 2
95
90
W
C
P
M
80
75
70
65
Rob’s current rate of
progress will NOT allow
him to reach winter
benchmark
60
55
50
2
3
4
Weeks
5
6
7
8
9
10
11
12
= Needed
13
14
15
16
17
= Benchmarks
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19
20
= Attained19
3rd grade benchmarks: Fall = 77; Winter = 94
Kendra
With 6 data points, Kendra is on target to reach 94
Tier 2
95
90
W
C
P
M
80
75
70
Kendra’s current rate of
progress will allow her to
reach winter benchmark
65
60
55
50
2
3
4
Weeks
5
6
7
8
9
10
11
12
= Needed
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14
15
16
17
= Benchmarks
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19
20
= Attained20
Tier 3: Interventions for a Few Students
 Definition:
Academic instruction and behavioral strategies,
methodologies and practices designed for a few
students significantly below established grade-level
benchmarks in the standards-aligned system or that
demonstrate significant difficulties with behavioral
and social competence.
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Tier 3: Interventions for a Few Students
In addition to Core instruction:
 More intensive instruction
 Use of standard protocol interventions
 Supplemental instructional materials for specific
skill development
 Small, intensive, flexible groups
 Can be outside the general education classroom
 Weekly progress monitoring
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Tier 3 Interventions: Examples
 Reading
 Corrective Reading, Language!, Wilson, Sonday
 Math
 Corrective Mathematics, Hot Math, Pirate Math
 Behavior
 Check and Connect
 Individualized Behavioral Support Plan
 Possible agency collaboration
Tier 3: Interventions for a Few Students
Increased assessment:
-Progress Monitoring data collection done
weekly
-Data-based decision-making based on using no
less than four data points
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3rd grade benchmarks: Fall = 77; Winter = 94
Rob
Data shows that Rob is responding to Tier 3
Tier 2
95
Tier 3
90
W
C
P
M
80
75
70
65
60
55
50
2
3
4
Weeks
5
6
7
8
9
10
11
12
= Needed
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14
15
16
17
= Benchmarks
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19
20
= Attained25
If students don’t do well at Tier
3 then….
“All hands on deck”
 General educators
 Special educators
 School psychologist
 Paraeducators
 Speech/Language pathologists
 Guidance counselor
 ESL staff
 Reading Specialists
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Final Points…
 Implementation of RtII is a 3 to 5 year process.
 Focus must be instruction, starting with solid core
 Supports for RtII must be in place…
 Leadership and belief system
 Professional development
 Adjustments to schedule may need to occur
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Focus Questions
 What are the core characteristics of Pennsylvania’s
RtII model?
 What are the elements of Tiers 1, 2 and 3 on the
RTII triangle?
 What elements are needed to implement RTII in a
school?
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Helpful Websites
DIBELS
 http://dibels.uoregon.edu/index.php
Center on Instruction
 www.centeroninstruction.org/index
What Works Clearinghouse
 http://www.whatworks.ed.gov/
Best Evidence Encylcopedia
 www.bestevidence.org
National Center on Response to Intervention:
 www.rti4success.org
Florida Center on Reading Research (FCRR) - Summary
Table of FCRR Report
 http://www.fcrr.org/FCRRReports/table.asp
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