response to intervention: getting started traci seils literacy/dyslexia/mrt [email protected]
TRANSCRIPT
Response to Intervention:Getting Started
Traci Seils
Literacy/Dyslexia/MRT
No Child Left Behind
Scientifically based reading instruction programs in the early grades will reduce identification of children for special education services.
(The No Child Left Behind Act of 2001 ExecutiveSummary)
RtI: IDEA 2004
• In December 2004, the Individuals with Disabilities Act of 2004 provided response to intervention as a practice for identifying students with learning disabilities.
RtI: IDEA 2004
• Urges screening and intervention
• Recommends a multi-tiered intervention strategy
• Review monitoring and instructional practices
3 Tier Model of Intervention(Vaughn, 2002)
I
II
III
Core Classroom Instruction
Supplemental Instruction
Instruction for Intensive Intervention
All Students, 90 minutes (K-3), flexible groups
Approximately 20 – 30%, 30 minutes, 10-12 weeks, 3-5 students per group
Approximately 5 – 10%, 30 minutes, 2 times per day, 10-12 weeks, no more than 3 students per group
Dyslexia may be Tier II or III
Getting Started
• Establish buy-in
• Form leadership team
• Conduct needs assessment
• Develop action plan
Establish Buy-in
• Ensure strong leadership at all levels
• Promote RTI
• Convey support & enthusiasm
• Communicate expectations
Form Leadership Team
• Principal or AP• Counselor• Special Education• Curriculum/General Education• Reading & Math Coach/Specialist• Dyslexia Specialist• ISS/AEP or Behavior Specialist• Other (Title I, Bilingual)
Conduct Needs Assessment
• Where are we, compared with “ideal” RTI implementation?
• Where do we want to be?
• What do we need to do to get there?
Locate your Campus Needs Assessment Tool handout
Needs Assessment
1. Campus leadership
2. Management, Planning, & Evaluation
3. Assessment
4. Instructional Framework: General
5. Instructional Framework: Core
6. Instructional Framework: Intervention
Campus Leadership
• Campus goals & objectives
• Effective communication
• Hiring HQ personnel
• Ensuring HQ personnel
• Providing support: RTI facilitator
• Monitoring instruction: principal
• Monitoring assessment: principal
Management, Planning & Evaluation
• Planning for sustainability• Focusing on campus action plan• Using data for planning at the school level• Using data to monitor grade level progress• Using data to establish entry & exit criteria• Ensuring HQ professional development• Coordinating RTI with other programs• Using data for budget decisions
Assessment
• Selecting assessments
• Adhering to a schedule
• Administering with integrity
• Managing data
• Using data to inform core instruction
• Discussing data to adjust plans
• Using data to inform PD
Instructional Framework: General
• Describing RTI• Scheduling to implement RTI• Selecting scientifically based materials• Ensuring nonlayering of programs & materials• Increasing access to print/math manipulatives,
etc.• Addressing all students’ needs• Addressing individual students’ needs
Instructional Framework: Core
• Evaluating the core program
• Implementing with fidelity
• Promoting effective implementation
• Incorporating flexible grouping
• Differentiating instruction
Instructional Framework: Intervention
• Differentiating instruction
• Describing intervention programs & effectiveness
• Linking interventions to core
• Defining criteria
• Identifying interventionists for all grade levels
• Accounting for student mobility
Needs Assessment Procedure
• Read each statement for all items in elements I-IV
• Choose a statement that, from your perspective, best describes your campus/district
• For each section, add the numbers that correspond to the statements. Divide the total by the number of items in the section to obtain an average.
Needs Assessment Procedure
• Enter the average scores for each element in the “Individual Summary of Scores” table
• Transfer each individual’s score to the “Summary of Schoolwide Scores” table
• Begin action planning
Needs Assessment Activity
• Select one of the 6 areas in which you have an interest
• Choose one of the sub-items• Consider a school you support and rate
the item based on that particular school• Think about evidence you have to support
your rating• Ask yourself, “Have we done all we can do
to improve in this area?”
Develop Action Plan
• Develop action steps
• Assign responsibility
• Determine timeline
• Arrange for follow-up
Locate “The 3-Tier Reading Model Action Plan” handout
Action Plan Procedures
• Rate your current status– Best– OK– NI
• Begin with Tier 1 (Core)
• Then move to Tiers 2 & 3
• Use guiding questions to facilitate your thinking
Link Needs Assessment to Action Plan
• Review average scores for each element on the Needs Assessment. Identify areas of strength
• Identify areas in need of attention• Develop specific action plan steps to address
the needs• Designate person responsible & target date for
completion or revisiting• Identify common action steps from the Campus
Needs Assessment Tool & the Action Plan
Implement Action Plan
• Student Assessment
• Core Program
• Interventions
• Professional Development
Student Assessment
• Screening of all students 3 times a year (beginning, middle, & end of year)
• Progress monitoring of students at risk for reading/math/behavior difficulties
• Using data to inform grouping & target instruction & intervention
Core Program
• Evaluating core instruction
• Scheduling– Common intervention time, or other plan– Protected instruction block (eliminate
interruptions)
• Differentiating instruction
Interventions
• Types of interventions
• Materials
• Entry/exit criteria
• Progress monitoring
• Features of effective instruction
Professional Development
• GOALS: Strengthen the knowledge of scientifically based practices & the features of effective instruction– On-going PD in a variety of formats– Quality PD providers (think ESC 6!)
Monitoring Implementation
• Review Progress
• Revise Action Plan– On-going– Suggested: twice a semester
Scheduling
• Elementary 90-Minute Reading Block example
• Consider Success for All model
• Pull out/Push in
• MS/JH/HS elective
• Extra period day
• Channel 1/Tutorials/Clubs time
Personnel
• PD for Tier I
• Consider well trained paraprofessionals for Tier 2
• May use MRTs or MMTs for Tiers 2 & 3
• Should already have a dyslexia specialist (Tier 3)
• Consider inclusion/true team or co-teaching with SPED
Budgeting
• Combine money
• If more than 20-25% qualify, and you need more interventions/teachers, fix Tier I
• Work smarter, not harder– Programs addressing multiple components– TALA Tier 2 at MS– TPRI Intervention Activities Guides at Elem– UT Vaughn Gross Materials, etc.