response to intervention. to every complex problem, there is a simple solution… that doesn’t...
TRANSCRIPT
Response to InterventionResponse to Intervention
To every complex problem, To every complex problem, there is a simple solution…there is a simple solution…
that doesn’t work.that doesn’t work.
Mark TwainMark Twain
Overview of PresentationOverview of Presentation
RTI 101- Our Interpretation and Application as it applies to RTI 101- Our Interpretation and Application as it applies to
attendanceattendance
RTI- As It applies to ReadingRTI- As It applies to Reading
– InstructionInstruction
– CurriculumCurriculum
– Time and IntensityTime and Intensity
Question and Answer SessionQuestion and Answer Session
Response to Intervention Response to Intervention &&
The Problem Solving ModelThe Problem Solving Model
““RTI is the practice of providing high-quality RTI is the practice of providing high-quality instruction and/or intervention matched to instruction and/or intervention matched to student needs and using learning rate over time student needs and using learning rate over time and level of performance to make important and level of performance to make important educational decisions”educational decisions”(National Association of State Directors of Special Education Inc, 2005)(National Association of State Directors of Special Education Inc, 2005)
Problem Solving Model- The process by which Problem Solving Model- The process by which decisions are made within an RTI frameworkdecisions are made within an RTI framework
Part 1Part 1What RTI Means To UsWhat RTI Means To Us
General Education ConstructGeneral Education Construct
Systems Building Philosophy Systems Building Philosophy
Preventative not ReactivePreventative not Reactive
Scientifically-Based Instruction/InterventionsScientifically-Based Instruction/Interventions
Data DrivenData Driven
Tiered Approach to InstructionTiered Approach to Instruction
General Education ConstructGeneral Education Construct
Every Child Belongs to Each of UsEvery Child Belongs to Each of Us
Focus on Tier I Focus on Tier I
Provide Professional Development OpportunitiesProvide Professional Development Opportunities
Use Research-Based Core CurriculumUse Research-Based Core Curriculum
Emphasize Differentiated Instruction Emphasize Differentiated Instruction
Implement Universal Screening Implement Universal Screening
Core Academic and Behavioral Program: Core Academic and Behavioral Program: Universal Screening and ResultsUniversal Screening and Results
Assess success of instructional programAssess success of instructional program– Percent of students at or above benchmarksPercent of students at or above benchmarks– If necessary, examine curriculum, instruction, or bothIf necessary, examine curriculum, instruction, or both
Identify students below benchmarksIdentify students below benchmarks– Interventions within general education classroomInterventions within general education classroom– Assess progress and consider need for more intensive Assess progress and consider need for more intensive
interventions at Tier IIinterventions at Tier II
(Reschly, (Reschly, 2008)2008)
Systems Building PhilosophySystems Building Philosophy
Problem Solving at Multiple LevelsProblem Solving at Multiple Levels– SystemSystem– SchoolSchool– ClassroomClassroom– Individual Student LevelIndividual Student Level
RTI Team as a Professional Learning CommunityRTI Team as a Professional Learning Community– Meeting ProtocolMeeting Protocol– Team Member RolesTeam Member Roles– DataData– ResearchResearch– DisseminationDissemination
Problem-Solving
Process
Identify Problem
Collect Data
Research Problem
Formulate Plan
Initiate Intervention
Collect Data
Assess Fidelity
What Happened?
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?
RTI Meeting- 3/11/2008RTI Meeting- 3/11/2008
Data DrivenData Driven
93 eighth, 98 seventh and 103 sixth 93 eighth, 98 seventh and 103 sixth graders had over ten absences as of Jan.1graders had over ten absences as of Jan.1
Data from the month of November : Data from the month of November : before/after holiday and Fridaybefore/after holiday and Friday
186 7186 7thth and 8 and 8thth grade students had perfect grade students had perfect attendance in the month of Decemberattendance in the month of December
Scientifically-Based Scientifically-Based Instruction/InterventionInstruction/Intervention
PreventativePreventative
District-Wide Adoption and Implementation District-Wide Adoption and Implementation of RTIof RTI
Deliberate Transitions Deliberate Transitions – Elementary to MiddleElementary to Middle– Middle to High SchoolMiddle to High School
Early InterventionEarly Intervention
Flexible GroupingFlexible Grouping
Targeted InterventionsTargeted Interventions
Tiered ApproachTiered Approach
AllAll
Some Some
FewFew
1-5% 1-5%
5-10% 5-10%
80% 80%
Academic Systems Behavioral Systems
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Bremerton Model:
Academic and Behavioral Support for All Students
Part IIPart IIReadingReading
Universal ScreenersUniversal ScreenersDiagnostic AssessmentsDiagnostic AssessmentsTargeted InstructionTargeted InstructionTier ITier ITier IITier IITier IIITier IIIProgress MonitoringProgress Monitoring
Reading:Reading: Where we are and where we are goingWhere we are and where we are going
Table from OSPI
Reading Trends 6-8Reading Trends 6-8thth grade grade NCLB AYP 2008 Requirement NCLB AYP 2008 Requirement
0
10
20
30
40
50
60
70
6th 7th 8th
2005-2006 2006-2007 Goal 2008
Quantitative and Qualitative Information Quantitative and Qualitative Information Regarding Student StatusRegarding Student Status
AssessmentAssessment
ScreeningScreening
DiagnosticDiagnostic
Progress MonitoringProgress Monitoring
FormativeFormative
SummativeSummative
Universal ScreeningUniversal ScreeningThree times per yearThree times per year
Oral Reading FluencyOral Reading Fluency
MAZEMAZE
SpellingSpelling
VocabularyVocabulary
Screening Tool Source Decision Rules
Oral Reading Fluency DIBELS Hasbrouk & Tindal6th Grade:High Risk <84Medium Risk 84-109
Florida Center for Reading Research
Florida Center for Reading Research7th Grade:High Risk <98Medium Risk 98-1268th Grade:High Risk <103Medium Risk 103-126
Spelling TWS-4 Standard Scores6th, 7th and 8th GradeHigh Risk < 86Medium Risk 86-90
Vocabulary CBM Recommended by Wayne Callendar RTI presentation
Percentage6th Grade:High Risk <3Medium Risk 3-67th Grade:High Risk<6Medium Risk 6-88th Grade:High Risk <4Medium Risk 4-6
MAZE Florida Center for Reading Research
Florida Center for Reading Research6th Grade:High Risk <11Medium Risk 11-267th Grade:High Risk <14Medium Risk 14-248th Grade:High Risk <17Medium Risk 17-27
Diagnostic AssessmentDiagnostic Assessment
CTOPPCTOPP
TWS-4TWS-4
WRMWRM
TOWL-3TOWL-3
How we do what we do…How we do what we do…
Professional DevelopmentProfessional Development
In-service TrainingIn-service Training
Walk-About-Talk-AboutWalk-About-Talk-About
Administrative Walk throughAdministrative Walk through
Instructional CoachesInstructional Coaches
Assessment CoachesAssessment Coaches
Common Lesson DesignCommon Lesson Design
STAR ProtocolSTAR ProtocolLesson Plan TemplateLesson Plan TemplateDaily Learning TargetsDaily Learning TargetsBell to Bell InstructionBell to Bell InstructionAligned CurriculumAligned CurriculumCommon AssessmentsCommon AssessmentsStandards-Based Report CardStandards-Based Report CardStudent Learning Plans (SLP)Student Learning Plans (SLP)
Mountain View Middle School 6th Grade Schedule 2007/2008Monday, Tuesday, Thursday, Friday
LUNCH A LUNCH B
7:55-8:40
8:45 – 9:30
9:35 – 10:20
10:25– 11:10
11:10-11:50
11:50-12:3012:30 - 1:15
1:20-2:05
2:10–2:35
James LAR/ SS
Band
LAR SS
Fitness
LunchAcademicEnhancements LAR SSReading
Academy
Smith MATH/
SCI
Choir
CMP SCI LunchAcademicEnhancements CMP SCIOrchestra
MathAcademy
Band
77thth and 8 and 8thth Grade Schedule Grade ScheduleInterventionIntervention 11stst
PeriodPeriod22ndnd
PeriodPeriod
33rdrd
PeriodPeriod
44thth PeriodPeriod
55thth PeriodPeriod
66thth PeriodPeriod
77thth Period Period ConnectionsConnections
WilsonWilson YesYes YesYes YesYes
Double Double DoseDose
YesYes
Double Double
DoseDose
Phonics BlitzPhonics Blitz YesYes YesYes YesYes
RewardsRewards YesYes YesYes YesYes
Rewards Rewards PlusPlus
YesYes YesYes
Jamestown Jamestown NavigatorNavigator
YesYes YesYes YesYes
Tier I- AllTier I- Alln=1,060n=1,060
New Curriculum- Springboard, College BoardNew 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 ContextInterpret and Analyze Text Elements and StructuresReflect and Direct Processes for Constructing Meaning
Extra Learning Opportunities AvailableExtra Learning Opportunities Available– Before School TutoringBefore School Tutoring– After School Intervention ProgramAfter School Intervention Program– Lunch Work Completion Lunch Work Completion
Tier II- SomeTier II- Somen=194n=194
New Curriculum- SpringboardNew Curriculum- Springboard
Extra Learning Opportunities AvailableExtra Learning Opportunities Available
Core plus MoreCore plus More– Targeted Reading Intervention- Explicit InstructionTargeted Reading Intervention- Explicit Instruction
Phonics BlitzPhonics BlitzRewardsRewardsRewards PlusRewards PlusJamestown NavigatorJamestown NavigatorVocabulary Through MorphemesVocabulary Through MorphemesEssentials In VocabularyEssentials In Vocabulary
Elective ReplacementElective Replacement
PrimaryTarget
GeneralDecision Rules
Group Size
Recommended Lesson Length and Program Duration
Phonics Blitz Basic Decoding- fast
60-100 wcpmSpelling <90
8-12 40 lessons60-90 min12-18 weeks
Rewards MultisyllabicDecoding
60-120 wcpmSpelling <90
10-15 20 lessons45-60 min/lesson6-8 weeks
Jamestown Navigator
Comprehension VocabularyFluency
>100 wcpmSpelling >90Vocabulary High Risk per grade level measuresMAZE high or medium Risk
10
Rewards Plus VocabularyComprehension
>100 wcpmSpelling >90Vocabulary High Risk per grade level measuresMAZE high or medium
10-15 15 lessons60-90 min/lesson6-8 weeks
Tier II Reading Interventions
Tier III- FewTier III- Fewn=55n=55
New Curriculum- Springboard New Curriculum- Springboard
Extra Learning Opportunities Available Extra Learning Opportunities Available
Core plus MoreCore plus More– Targeted Reading InterventionTargeted Reading Intervention– WilsonWilson– Smaller class sizeSmaller class size– Longer interventionLonger intervention
Elective ReplacementElective Replacement
Tier III Reading Intervention Program
PrimaryTarget
GeneralDecision Rules
Group Size
Recommended Lesson Length and Program Duration
Wilson Basic Decoding-slow
15-80 wcpmSpelling <90
4-8 70 lessons90 min/lesson1 ½ -3 years
Tier III- Fewer Still Tier III- Fewer Still n=7n=7
Extra Learning Opportunities Available Extra Learning Opportunities Available
Targeted Reading Intervention x 2Targeted Reading Intervention x 2
Core Replacement and Elective Core Replacement and Elective ReplacementReplacement
Progress MonitoringProgress Monitoring
Curriculum Based MeasurementsCurriculum Based Measurements
Program MonitoringProgram Monitoring
Holistic View of Struggling StudentsHolistic View of Struggling Students
Curriculum Based AssessmentsCurriculum Based Assessments
Tier IITier II– MAZEMAZE– WeeklyWeekly– Correct over ErrorsCorrect over Errors
Tier IIITier III– Oral Reading FluencyOral Reading Fluency– WeeklyWeekly– Correct over ErrorsCorrect over Errors
CBM - Passage Reading Fluency
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140
150
160
170
18011
/21
12/5
12/1
9
1/2
1/16
1/30
2/13
2/27
3/12
3/26 4/9
4/23 5/7
5/21
Week
Wo
rds
Co
rre
ct
Pe
r M
inu
te (
WC
PM
)
Optimal Gain:
Aimline to reach benchmark
Maria – struggling eighth grade student
Realistic Gain:
Aimline represents 1 word per minute gain per week
Not Responding Well- Change Necessary
CBM - Passage Reading Fluency
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140
150
160
170
18011
/14
11/2
8
12/1
2
12/2
6
1/9
1/23 2/6
2/20 3/5
3/19 4/2
4/16
4/30
5/14
Week
Wo
rds
Co
rre
ct
Pe
r M
inu
te (
WC
PM
)
Target1 WCPM Target2 WCPM Student WCPM
Kaleel- Struggling Reader
Excellent Response to Intervention
125 wcpm
60 What happened here?
Program Monitoring Program Monitoring
Embedded Assessments from CurriculumEmbedded Assessments from Curriculum
Monitoring of Skill Acquisition Monitoring of Skill Acquisition
Progress and Pacing Progress and Pacing
Holistic View of Student Holistic View of Student AchievementAchievement
Curriculum Based AssessmentCurriculum Based Assessment
Program AssessmentProgram Assessment
High Stake TestingHigh Stake Testing
AttendanceAttendance
At Risk Status- Failing ClassesAt Risk Status- Failing Classes
ReferralsReferrals
CBM - Passage Reading Fluency
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140
150
160
170
18011
/14
11/2
8
12/1
2
12/2
6
1/9
1/23 2/6
2/20 3/5
3/19 4/2
4/16
4/30
5/14
Week
Wo
rds
Co
rre
ct
Pe
r M
inu
te (
WC
PM
)Target1 WCPM Target2 WCPM Student WCPM
Sasha- Struggling Reader
Holistic Evaluation Reveals Attendance Problem
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 RTI Principles Applied to Eligibility Determination and Improving Special Education Servicesand Improving Special Education Services
Prerequisites to using RTI for Determination Prerequisites to using RTI for Determination EligibilityEligibility– Effective general education core program in behavior Effective general education core program in behavior
and academicsand academics– Effective Tier II interventions in behavior and Effective Tier II interventions in behavior and
academicsacademics– Adoption of eligibility determination procedures that Adoption of eligibility determination procedures that
are legal, connect general to special education, and are legal, connect general to special education, and establish the conditions for an effective special establish the conditions for an effective special education programeducation program
(2008, Reschly, D.) (2008, Reschly, D.)
In a Nut ShellIn a Nut Shell
General Education General Education
Systems Systems
PreventativePreventative
Scientifically-BasedScientifically-Based
Data Data
Multiple TiersMultiple Tiers
Acknowledgement of our Acknowledgement of our Collaborative PartnersCollaborative Partners
– OSPI- Lorraine Wojahn Dyslexia Pilot Reading Program OSPI- Lorraine Wojahn Dyslexia Pilot Reading Program
– Wayne CallenderWayne Callender
– Jefferey SpragueJefferey Sprague
– Anita ArcherAnita Archer
– Other School Districts- Shelton, Hoquiam, PioneerOther School Districts- Shelton, Hoquiam, Pioneer
Questions ?Questions ?
Thank YouThank You