Transcript Response to Intervention

Response to Intervention
To every complex problem,
there is a simple solution…
that doesn’t work.
Mark Twain
Overview of Presentation
RTI 101- Our Interpretation and Application as it applies to
attendance
RTI- As It applies to Reading
– Instruction
– Curriculum
– Time and Intensity
Question and Answer Session
Response to Intervention
&
The Problem Solving Model
“RTI is the practice of providing high-quality
instruction and/or intervention matched to
student needs and using learning rate over time
and level of performance to make important
educational decisions”
(National Association of State Directors of Special Education Inc, 2005)
Problem Solving Model- The process by which
decisions are made within an RTI framework
Part 1
What RTI Means To Us
General Education Construct
Systems Building Philosophy
Preventative not Reactive
Scientifically-Based Instruction/Interventions
Data Driven
Tiered Approach to Instruction
General Education Construct
Every Child Belongs to Each of Us
Focus on Tier I
Provide Professional Development Opportunities
Use Research-Based Core Curriculum
Emphasize Differentiated Instruction
Implement Universal Screening
Core Academic and Behavioral Program:
Universal Screening and Results
Assess success of instructional program
– Percent of students at or above benchmarks
– If necessary, examine curriculum, instruction, or both
Identify students below benchmarks
– Interventions within general education classroom
– Assess progress and consider need for more
intensive interventions at Tier II
(Reschly, 2008)
Systems Building Philosophy
Problem Solving at Multiple Levels
–
–
–
–
System
School
Classroom
Individual Student Level
RTI Team as a Professional Learning Community
–
–
–
–
–
Meeting Protocol
Team Member Roles
Data
Research
Dissemination
Identify
Problem
Collect
Data
Research
Problem
What
Happened?
Problem-Solving
Process
Assess
Fidelity
Collect
Data
Initiate
Intervention
Formulate
Plan
RTI Meeting- 3/11/2008
Where are we? (10 min)
•Tier I- how do we strengthen our Tier I level
•Positive referrals- weekly perfect attendance
•Incentive program- Ask ASB
•“Let Them Eat Cake”- monthly perfect attendance
•Other Ideas?
What does the data suggest? (5 min)
•186 seventh and eighth grade students with perfect attendance in the month of December.
What did we learn from research? (10 min)
•Gwen- “Does peer group identity influence absenteeism in High School Students?”
•Chris-
What might it look like? (5 min)
•Mary- Tier II intervention possibility: interview our students with 10 or more absences to
determine the reason behind the absence.
Plan for next week
•Two volunteers to report back on attendance research
•Tier I idea follow-up
•School-wide data trends- Predictions… Monday or Friday which is the worst attendance
offender?
Data Driven
93 eighth, 98 seventh and 103 sixth
graders had over ten absences as of Jan.1
Data from the month of November :
before/after holiday and Friday
186 7th and 8th grade students had perfect
attendance in the month of December
Scientifically-Based
Instruction/Intervention
Preventative
District-Wide Adoption and Implementation
of RTI
Deliberate Transitions
– Elementary to Middle
– Middle to High School
Early Intervention
Flexible Grouping
Targeted Interventions
Tiered Approach
All
Some
Few
Bremerton Model:
Academic and Behavioral Support for All Students
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1 -5%
5-1 0%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
80%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
1 -5%
5-1 0%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80%
Universal Interventions
•All settings, all students
•Preventive, proactive
Part II
Reading
Universal Screeners
Diagnostic Assessments
Targeted Instruction
Tier I
Tier II
Tier III
Progress Monitoring
Reading:
Where we are and where we are going
Table from OSPI
Reading Trends 6-8th grade
NCLB AYP 2008 Requirement
70
60
50
40
30
20
10
0
6th
7th
2005-2006
2006-2007
8th
Goal 2008
Quantitative and Qualitative Information
Regarding Student Status
Assessment
Screening
Diagnostic
Progress Monitoring
Formative
Summative
Universal Screening
Three times per year
Oral Reading Fluency
MAZE
Spelling
Vocabulary
Screening Tool
Source
Decision Rules
Oral Reading Fluency
DIBELS
Hasbrouk & Tindal
6th Grade:
High Risk <84
Medium Risk 84-109
Florida Center for Reading
Research
Florida Center for Reading Research
7th Grade:
High Risk <98
Medium Risk 98-126
8th Grade:
High Risk <103
Medium Risk 103-126
Spelling
TWS-4
Standard Scores
6th, 7th and 8th Grade
High Risk < 86
Medium Risk 86-90
Vocabulary
CBM
Recommended by Wayne
Callendar RTI presentation
Percentage
6th Grade:
High Risk <3
Medium Risk 3-6
7th Grade:
High Risk<6
Medium Risk 6-8
8th Grade:
High Risk <4
Medium Risk 4-6
MAZE
Florida Center for Reading
Research
Florida Center for Reading Research
6th Grade:
High Risk <11
Medium Risk 11-26
7th Grade:
High Risk <14
Medium Risk 14-24
8th Grade:
High Risk <17
Medium Risk 17-27
Diagnostic Assessment
CTOPP
TWS-4
WRM
TOWL-3
How we do what we do…
Professional Development
In-service Training
Walk-About-Talk-About
Administrative Walk through
Instructional Coaches
Assessment Coaches
Common Lesson Design
STAR Protocol
Lesson Plan Template
Daily Learning Targets
Bell to Bell Instruction
Aligned Curriculum
Common Assessments
Standards-Based Report Card
Student Learning Plans (SLP)
Mountain View Middle School 6th Grade Schedule 2007/2008
Monday, Tuesday, Thursday, Friday
LUNCH A
7:558:40
8:45 –
9:30
9:35 –
10:20
LAR
SS
10:25–
11:10
11:1011:50
LUNCH B
11:50-12:30
12:30
- 1:15
1:202:05
Band
James
LAR/ SS
Smith
MATH/
SCI
Reading
Academy
Lunch
Academic
Enhancements
LAR
SS
Lunch
Academic
Enhancements
CMP
SCI
Fitness
Choir
Orchestra
Math
Academy
CMP
SCI
Band
2:10–
2:35
7th and 8th Grade Schedule
Intervention
1st
Period
2nd
Period
3rd
Period
Wilson
Yes
Yes
Yes
Double
Dose
Phonics Blitz
Yes
Yes
5th
Period
Rewards
Plus
Yes
7th Period
Yes
Double
Dose
Yes
Yes
6th
Period
Yes
Rewards
Jamestown
Navigator
4th
Period
Yes
Yes
Yes
Yes
Yes
Connections
Tier I- All
n=1,060
New Curriculum- Springboard, College Board
– High expectations for all students
– Strengthen students’ problem-solving, critical thinking, and reasoning
skills
– Interactive, student-centered units of instruction
– Standard
Interpret and Analyze the Communication Context
Interpret and Analyze Text Elements and Structures
Reflect and Direct Processes for Constructing Meaning
Extra Learning Opportunities Available
– Before School Tutoring
– After School Intervention Program
– Lunch Work Completion
Tier II- Some
n=194
New Curriculum- Springboard
Extra Learning Opportunities Available
Core plus More
– Targeted Reading Intervention- Explicit Instruction
Phonics Blitz
Rewards
Rewards Plus
Jamestown Navigator
Vocabulary Through Morphemes
Essentials In Vocabulary
Elective Replacement
Tier II Reading Interventions
Primary
Target
General
Decision Rules
Group
Size
Recommended
Lesson Length
and Program
Duration
Phonics Blitz
Basic
Decoding- fast
60-100 wcpm
Spelling <90
8-12
40 lessons
60-90 min
12-18 weeks
Rewards
Multisyllabic
Decoding
60-120 wcpm
Spelling <90
10-15
20 lessons
45-60 min/lesson
6-8 weeks
Jamestown
Navigator
Comprehensi
on
Vocabulary
Fluency
>100 wcpm
Spelling >90
Vocabulary High Risk per
grade level measures
MAZE high or medium Risk
10
>100 wcpm
Spelling >90
Vocabulary High Risk per
grade level measures
MAZE high or medium
10-15
Rewards Plus Vocabulary
Comprehensi
on
15 lessons
60-90 min/lesson
6-8 weeks
Tier III- Few
n=55
New Curriculum- Springboard
Extra Learning Opportunities Available
Core plus More
–
–
–
–
Targeted Reading Intervention
Wilson
Smaller class size
Longer intervention
Elective Replacement
Tier III Reading Intervention
Program
Wilson
Primary
Target
General
Decision
Rules
Group
Size
Basic
Decodingslow
15-80 wcpm 4-8
Spelling
<90
Recommended
Lesson Length
and Program
Duration
70 lessons
90 min/lesson
1 ½ -3 years
Tier III- Fewer Still
n=7
Extra Learning Opportunities Available
Targeted Reading Intervention x 2
Core Replacement and Elective
Replacement
Progress Monitoring
Curriculum Based Measurements
Program Monitoring
Holistic View of Struggling Students
Curriculum Based Assessments
Tier II
– MAZE
– Weekly
– Correct over Errors
Tier III
– Oral Reading Fluency
– Weekly
– Correct over Errors
CBM - Passage Reading Fluency
180
170
Optimal Gain:
160
150
Not Responding WellChange Necessary
Words Correct Per Minute (WCPM)
140
Aimline to reach
benchmark
130
120
110
100
90
80
70
Realistic Gain:
60
Aimline represents
1 word per minute
gain per week
50
40
30
20
10
Maria – struggling eighth grade student
Week
5/21
5/7
4/23
4/9
3/26
3/12
2/27
2/13
1/30
1/16
1/2
12/19
12/5
11/21
0
CBM - Passage Reading Fluency
Target1 WCPM
Target2 WCPM
Student WCPM
180
170
Excellent Response to
Intervention
160
150
130
125
wcpm
120
110
100
90
80
70
60
What
happened
here?
60
50
40
30
20
10
Kaleel- Struggling Reader
Week
5/14
4/30
4/16
4/2
3/19
3/5
2/20
2/6
1/23
1/9
12/26
12/12
11/28
0
11/14
Words Correct Per Minute (WCPM)
140
Program Monitoring
Embedded Assessments from Curriculum
Monitoring of Skill Acquisition
Progress and Pacing
Holistic View of Student
Achievement
Curriculum Based Assessment
Program Assessment
High Stake Testing
Attendance
At Risk Status- Failing Classes
Referrals
CBM - Passage Reading Fluency
Target1 WCPM
Target2 WCPM
Student WCPM
180
170
160
150
Holistic Evaluation
Reveals Attendance
Problem
130
120
110
100
90
80
70
60
50
40
30
20
10
Sasha- Struggling Reader
Week
5/14
4/30
4/16
4/2
3/19
3/5
2/20
2/6
1/23
1/9
12/26
12/12
11/28
0
11/14
Words Correct Per Minute (WCPM)
140
Holistic View of Individual Students:
WASL Reading Level 1 Students
7th grade
#
Race
Gender SPED
ELL Absences
Referrals
# of AR Intervention
1
W
M
Yes
No
2
5
3
Wilson
2
W
M
Yes
No
1
0
3
Phonics B
3
W
M
Yes
No
0
0
4
Wilson
4
H
M
Yes
Yes
3
3
1
Wilson
5
W
M
Yes
No
7
0
2
Phonics B
6
W
M
Yes
No
1
0
3
Wilson
7
W
F
Yes
No
3
0
2
Rewards +
RTI Principles Applied to Eligibility Determination
and Improving Special Education Services
Prerequisites to using RTI for Determination
Eligibility
– Effective general education core program in behavior
and academics
– Effective Tier II interventions in behavior and
academics
– Adoption of eligibility determination procedures that
are legal, connect general to special education, and
establish the conditions for an effective special
education program
(2008, Reschly, D.)
In a Nut Shell
General Education
Systems
Preventative
Scientifically-Based
Data
Multiple Tiers
Acknowledgement of our
Collaborative Partners
– OSPI- Lorraine Wojahn Dyslexia Pilot Reading
Program
– Wayne Callender
– Jefferey Sprague
– Anita Archer
– Other School Districts- Shelton, Hoquiam, Pioneer
Questions ?
Thank You