rti and pbs: the basics and a blueprint for implementation jason e. harlacher, phd, ncsp washoe...
TRANSCRIPT
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RTI and PBS: The Basics and a Blueprint for Implementation
Jason E. Harlacher, PhD, NCSPWashoe County School District; Reno, NV
Heidi Mathie Mucha, PhDUtah Personnel Development Center; Salt Lake City, UT
[email protected]@updc.org 1
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Agenda
1. Principles behind RTI and PBS2. Features of RTI
One example of RTI
3. Features of PBS One example of PBS
4. Process of Implementation5. Questions/Info Sharing
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Regular Education
Special EducationTitle I
ELL/ESL
Parents
After-School
Tutors
Universities
Talented & Gifted
One Perspective on History
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Basic Definitions
Response to Intervention (RTI) and Positive Behavior Supports (PBS) are school-wide prevention models. Provide a range of supports to students by restructuring how schools deliver services. RTI = academics PBS = behavior
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Universal instruction and
programs provided to all
students. At least 80% of students’
needs are met through this level
of support.
Targeted group support is provided to 10-15%
of students.
Intensive individualized support provided to 3-5%
of students.
Problem Identification
PlanImplementation
Problem Analysis
PlanEvaluation
Inte
nsity
of S
ervi
ces
Academic and Behavioral Services
Universal instruction and
programs provided to all
students. At least 80% of students’
needs are met through this level
of support.
Targeted group support is provided to 10-15%
of students.
Intensive individualized support provided to 3-5%
of students.
Universal instruction and
programs provided to all
students. At least 80% of students’
needs are met through this level
of support.
Targeted group support is provided to 10-15%
of students.
Intensive individualized support provided to 3-5%
of students.
Problem Identification
PlanImplementation
Problem Analysis
PlanEvaluation
Problem Identification
PlanImplementation
Problem Analysis
PlanEvaluation
Inte
nsity
of S
ervi
ces
Academic and Behavioral Services
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Principles of RTI/PBS
1. Proactive and Preventative2. Instructional Match3. Problem Solving Focused and Data-
based Decisions4. Effective Practices5. School-wide Approach
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1. Proactive and Preventative
Identify and intervene before problems occur or become entrenched. Screening all students Range of supports
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2. Instructional Match Level of support
matches need. Examine all areas that
affect the student. Instructional approach
(with behavior too)
Academic and Behavioral Curriculum
Instruction & Environment Learner 10
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3. Problem Solving Focused & Data-based Decisions
Use of the problem solving model to guide decisions around intervention/support. Gap between what is
expected and what occurs
1. What is the problem? 3. What can we do about the problem?
2. Why is it happening? 4. Did the intervention/plan work?
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“Without data, you’re just another person with an opinion”.
3. Problem-Solving Focused & Data-based Decisions
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4. Effective Practices Use research-based, validated practices
To ensure students have the best chance of success
Includes consideration of fidelity/integrity
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5. Schoolwide Approach Apply model to
whole-school As opposed to one
student or one classroom.
Creates continuity, clarity, and consistency.
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Pause
Share with a neighbor something that sticks out from what we just went over.
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Features of RTI
1. Tiers of Instructional Support2. Assessment System3. Protocol4. Evidence-based Instruction5. Ongoing Professional Development
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1) Tiers of Instructional Support
Universal Level/Tier I: Core instruction (90/60 minutes), whole/small group
Secondary Level/Tier II: Core + 45 minutes small-group (5-8:1), skill-based
Tertiary Level/Tier III: Core + 30 mins (3-5:1), individualized
(can replace or be in addition to Tier II )
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2) Assessment System Complete system used to screen, diagnose
difficulties, and to progress monitor Screener = brief, indicates if student is at-risk for
academic difficulties or not Is student on grade level or not?
Diagnostic = more comprehensive and longer test that teases out strengths vs. weaknesses
Why is student scoring below grade level or at risk? Formative = quick checks to determine if
instructional program is effective for student or not
Is the current plan working?
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2) Assessment System
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2) Assessment System Curriculum-Based Measurement (CBM) is a
standardized method of assessment. Reliable, valid, standardized, sensitive to growth,
efficient
Is the student at risk? (screener)
Is the instructional plan effective? (progress monitoring/formative assessment)
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3) Protocol Refers to the process the school
follows for providing students support. Outlines “Who gets what when?
Standard Protocol: Same for all (e.g., 45 minutes phonics)
Problem Solving: Individually designed intervention
Combined
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4) Evidence-based Instruction
Empirically supported effectiveness High rates of opportunities to respond,
high engagement, good pacing Corrective and immediate feedback Differentiated instruction Explicit instruction on big ideas within
that subject Programs with demonstrated
effectiveness Good “Academic Learning Time”
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5) Ongoing Professional Development
Staff understands the how and why behind RTI.
Ongoing, in small increments, with follow-up and feedback on use of new skills
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Proactive, Preventative
Response to Intervention
Instructional Match Problem Solving Focused
Data-based Decisions Schoolwide Approach
AssessmentSystem
Tiers ofInstruction
EffectivePractices
Protocol
Ongoing Professional Development
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A Case Study
Lemmon Valley Elementary School Reno, NV
700+ students in K-6 In year 4 of not making AYP Principal, Vice principal, counselor, psych,
2 Special Ed teachers, 3 ESL, 2 SLPs, Autism classroom, Life skills classroom
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Features of RTI
1. Tiers of Instructional Support2. Assessment System3. Protocol4. Effective Practices (Evidence-based
Instruction)5. Ongoing Professional Development
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Lemmon Valley Elementary: Intervention Assistance Team
Manages implementation of RTI and Tier 3 cases
Administrator, grade-level reps, counselor, psychologist, instructional coach Time keeper Content expert (instruction, reading) RTI expert Assessment/data expert Facilitator/Leadership 27Harlacher & Mucha, 2010
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Lemmon Valley Elementary
1) Tiers of Instructional SupportUniversal Level/Tier I: 90 minute block for
reading using Houghton Mifflin; 60 minute math block using Everyday Math
Secondary Level/Tier II: 45 minute block, 5 days/week. (3 days reading, 2 days math)
Tertiary Level/Tier III: Typically replaces Tier 2 time. Includes individualized plan.
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Lemmon Valley Elementary
2) Assessment System Screeners: CBM probes in reading and math
(AIMSweb) Diagnostics: IRI, QSI, Accuracy and rate on R-
CBM, District benchmark tests, end of unit tests from core program, Curriculum-Based Evaluation
Formatives: CBM in reading and math, District benchmarks
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Lemmon Valley Elementary
3) Protocol Combination of standard treatment
protocol and problem-solving protocol
Tier 2 = standard treatment Tier 3 = problem-solving protocol
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Lemmon Valley Elementary: Tier 2
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Tier 2 (cont)
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Tier 2 (cont)
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3 sources ofsupporting information?
Tier 1(Differentiated small &
whole-group instruction)
No
Yes
Tier 2(RTI-6, Lesson Plan,Tier 2, State Letter)
Tier 3
Is student making growth?
Yes
Exit to Tier 1 when student is above aimline
Yes
No
Tier 3 planning meeting(RTI 1, 2, 3 are completed)
Is student making growth?
No
Yes
Refer to Special Education(IAT completes RTI-7; Initial referrals given to counselor)
Exit to Tier 2 when student is above aimline
Lemmon Valley Elementary- RTI Flowchart
Adjust Tier 2
Student receives Tier 3 immediately, planning meeting is held ASAP
PLC problem-solving & support
No
Student exits to lower tiers when IEP goals are met
8-10 weeks (720 mins of instruction)
8-10 weeks (720 mins of instruction)
1. Refer to IAT(Classroom teacher gives graph,
RTI-6, Lesson template to IAT rep)
2. IAT Meets(IAT completes RTI-4, RTI-5 during meeting)
3. Place in Tier 3?
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Tier 3 placement
PLCs refer to IAT If placed, student begins Tier 3
immediately (each grade-level has a teacher designated to teach Tier 3)
Problem-solving assessment conducted (RIOT/ICEL) and “Planning Meeting” is held to design the student’s Tier 3 plan.
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Tier 3 Referral Questions
Original to Counselor for Tier 3 referral box/binder Copy to: Classroom Teacher; Intervention Teacher; IAT Rep for Binder
Lemmon Valley Elementary: Tier 3 Referral Questions Student Name: ___________________________ Grade:____________ Date:_____________ 1. What is the area of concern and the student’s current instructional plan?
A. Skill area: B. Tier 2 size: C. Skills Taught: D. Total Instructional Time (in mins):
E. Program/Strategies:
2. Has the fidelity of the intervention been at least 90%? (90% of intended minutes taught, student present for at least 90% of days, all skills taught that were intended to be taught)
Yes Not Sure No
o What information is there regarding fidelity? Daily Fidelity Log Attendance Records Lesson Plans Other:_____________
o If fidelity is in question, stop and conduct another phase of Tier 2. What can be done to ensure fidelity improves?
Notes:
o Complete RTI-4 as a team (counselor = recorder, administrator = 2nd recorder)
3. Is the goal set appropriately? (25th national percentile on spring norms from AIMSweb) Yes No 4. Are there 6-8 data points indicating a pattern of performance? If “no”, stop and conduct further assessment/monitoring before judging growth.
Yes No
5. Will the student meet his or her goal? If “not sure”, conduct further assessment/monitoring before judging growth.
Yes No
Not sure o Complete RTI-5 as a team (counselor = recorder, administrator = 2nd recorder)
Next Steps/Recommendations:
Collect or clarify information on fidelity and reconvene. Will meet again on _____________________________.
Collect more data points and reconvene. Will meet again on ____________________________________.
Leave in Tier 2, but improve fidelity. Improve fidelity by: Collecting more info on Daily Fidelity Log Clarify daily lesson plans or template
Phone call/Letter home for attendance Adjust transition times Other: _____________________________________________________
Leave in Tier 2, but adjust instruction to increase growth (student is making some growth). Suggested adjustments include:_______________________________________________________________________ _______________________________________________________________________________________
Place student in Tier 3 (student is making very little or no growth). Schedule Tier 3 planning meeting with: Classroom Teacher Intervention Teacher Administrator Administrator Psychologist Counselor IAT Rep ESL Teacher Parent Other: __________________
3-5
min
utes
2-
4 m
inut
es
3-5
min
utes
Revised 3.9.09
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Solutions Planning Sheet for Tier 3 SheetStudent: ________________________ Solutions Worksheet for Tier 3 Planning Date: ___________
1. What is the identified problem? (e.g., student has skill deficits in reading comprehension and decoding)
2. What does the student need? (e.g., more time on phonics and word analysis
reteaching of silent “E” rule)
Notes:
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Tier 1/Core Instruction:
Intervention Time:
Home Setting:
Community:
People present: 37
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Tier 3 Example
3rd grader, reading mid 1st grade Core time with differentiated instruction,
small-group focusing on vocabulary 45 minutes/5 days/week with Horizons Reading with parent using leveled readers,
3 times/week at home (20 minutes) with daily log
High school reading buddy previewing story from lesson in morning
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Logistics
1. Who “manages” students? 2. When/who provides Tier 2
interventions? 3. How is movement between tiers
decided?4. IAT agenda
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Management of students
Tier 1 = Classroom teachers Tier 2 = PLCs Tier 3 = IAT Special Education = IAT/Special Ed
team
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Kinder 1st 2nd 3rd 4th 5th 6th9:159:209:259:309:359:409:459:509:5510:0010:0510:1010:1510:2010:2510:3010:3510:4010:4510:5010:5511:0011:0511:1011:1511:2011:2511:3011:3511:4011:4511:5011:5512:0012:0512:1012:1512:2012:2512:3012:3512:4012:4512:5012:551:001:051:101:151:201:251:301:35 *1st Grade1:40 Math Block1:45 1:15-2:151:501:552:002:052:102:152:202:252:302:352:402:452:502:553:003:053:103:15
*3rd Grade Math Block 10:20-11:30
*4th Grade Writing/Lit
Block 12:15-2:00
*2nd Math 12:45-1:00
*Kinder Intervention
9:30-9:50
*2nd Grade Math 11:15-
12:00
*1st and 2nd Grade Lunch 12:00-12:40
5 Minute Transition Time
Lemmon Valley Elementary (9/1/09)
* Specials must be scheduled outside of allocated time frames only
Kinder Break 1:40-1:55
*Kinder Math Block 2:00-3:05
*2nd Grade Intervention
1:05-1:50
Kinder Lunch 11:15-11:40
*6th Grade Intervention Block 9:30-
10:15
*5th Grade Math Block 9:45-10:55
5th and 6th Grade Recess 2:15-2:30
*6th Grade Li teracy/
Writing Block 10:55-12:35
3rd and 4th Grade Lunch 11:30-12:10
5th grade Intervention Block 1:10-
1:55
*3rd Grade Intervention Block 9:30-
10:15
5th and 6th Grade Lunch 12:35-1:10
*6th Grade Math Block 1:15-2:15
3rd and 4th Grade Recess 2:00-2:15
1st and 2nd Grade Recess 2:15-2:30
*3rd Grade Writing/Lit
Block 12:15-2:00
Opening Business
*Kinder Literacy/ Writing
Block 10:10-11:10
1st and 2nd recess 11:00-11:10
*5th Grade Li teracy/
Writing Block 10:55-12:35
*1st and 2nd Grade Li teracy/Writing Block
9:25-11:00
*4th Grade Intervention Block 10:40-
11:30
*4th Grade Math Block 9:25-10:35
Kinder Break 9:50-10:05
*1st Grade Intervention Block 11:15-
12:00
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N = 19 (11/6/3)
N = 17 (13/3/1)
N = 21 (15/4/2)
57 Students
3 Reg Ed Teachers1 Special Ed Teacher1 ESL Teacher
N = 18
N = 20
N = 7
N = 7
N = 5
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Movement between Tiers
Into Tier 2: 3 sources of below grade-level performance; PLC decision
Into Tier 3: 720 mins of intervention time, 8 data points indicating below-goal growth; IAT decision
Into Tier 1 from Tier 2: 3 consecutive data points above goal or 2-3 sources documenting grade-level performance
Into Tier 2 from Tier 3: IAT decision based on student’s growth and performance
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IAT Agenda
Set monthly agenda topics
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Systems Individual
Data School wide data Tier 3 student progress
Process Movement between tiers, scheduling
Tier 2 interventions, who examines data & makes
decisions
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Features of PBS
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Tier 1
Phase 1:
Focuses on school wide PBIS. (General settings to classroom settings.)
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4 Components of PBIS
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Establish Expectations Define what is
needed for students and staff to be successful socially
Develop looks and sounds like matrix with all common (non classroom settings) well defined
Consensus must be gained prior to implementation
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Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.Watch for your
stop.
Respect Others
Be kind.Hands/feet to
self.Help/share with others.
Use normal voice volume.Walk to right.
Play safe.Include others.
Share equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use appropriate
applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.Clean up
eating area.
Push in chairs.
Treat books carefully.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit
appropriately.
Expect
ati
ons
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Don’t Be Miss Mutner
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Characteristics of Good Proactive Rules
No more than 5 Keep it simple Positively stated Be specific Observable, Measurable Publicly Post in a prominent place Tie rules to consequences
If you do….. If you don’t…. Include a compliance rule
Ex: Follow directions first time given
From: The Tough Kid Book, Rhode, Jenson, Reavis (1992)
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Treat Social Behavior As Skills---That Can Be Taught
Step 2: Explicitly Teach Expectations
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Why Teach Expectations? Why Not Just Tell Them the Rules?
Cannot assume students know how to apply rules in each setting. Need to teach behaviors in context!
What does “Be respectful” look like in the lunchroom? What does “Be There, Be Ready” look like for assemblies?
Teaching allows students to practice appropriate behavior and builds fluency
Allows students to see non-examples of expectation Know when consequences will be applied
Decreases student response “I didn’t know……”
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Tips for Explicit Instruction Teach in the environment where
behavior is required Plan for booster sessions
At least each term, natural breaks Ensure consistency between
instructors Write down the plan for future
reference and adjustment
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You get what you pay attention to….
STEP 3:Systematic Reinforcement for
Demonstration of Expectations
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Systematic Reinforcement Make doing things the right way more efficient to
getting needs met than doing thing the wrong way
Everyone in the school system (staff, students, families) need positive reinforcement
School based team needs reinforcement to maintain positive approach
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Components of School-wide Reinforcement
Components often overlooked Positive parent contact Random reinforcement
strategies Positive public posting Continuous behavioral
feedback for students and staff
Data on positive reinforcement
Other enhancements
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Principal’s 200 Club
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Error Correction
STEP 4:Systematic Correction of
Behavioral Errors
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Error Correction System Approach
Getting everyone on the same page
Data Sources What do we need to track and how are we going to track
it?
Anticipate and Prevent Disciplinary Problems. Problem areas, supervision, transitions, etc.
Decide on major and minor infractions
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Tier 2
Phase 2:
Focuses on supplemental supports
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Common Interventions Check-In / Check
Out Behavior Education
Program (BEP) Structured Recess Level Recess Secondary Skill
Building/Life Skills Classes
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Tier 3
Phase 3:
Focuses on intensive, individual interventions
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Examples of Intervention
Crisis Planning
Managing Escalation Cycle
Functional Behavior Assessment and Behavior Plan
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COMPETING BEHAVIOR PATHWAY
Antecedent Strategies (what teacher/staff do)
Behavior Teaching Strategies (what student does)
Consequence Strategies (what teacher/staff do)
Consequence
Antecedent
Alternative Behavior
Problem Behavior
Desired Behavior
Consequence
Function Setting
Event
Setting Event Strategies
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Where to begin?
Chronological model for scaling up: 1. Consensus Building2. Infrastructure Development3. Implementation
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How Does It Fit Together?
Step 2 Step 3 Step 2 Step 3 Step 4Step 4
Step 1Step 1Additional Diagnostic Additional Diagnostic
Assessment Assessment
InstructionInstruction Results/Results/MonitoringMonitoring
IntensivIntensivee
1-5 %1-5 %
SupplemenSupplementaltal
5-10%5-10%
CoreCore80-90%80-90%
All students All students at a grade at a grade
levellevel
FallFallFallFall WinterWinterWinterWinter SpringSpringSpringSpring
Universal Universal ScreeningScreeningUniversal Universal ScreeningScreening
Group Group DiagnosticDiagnostic
Small Group Small Group DifferentiateDifferentiated by Skilld by Skill
2x month2x month
Individual Individual DiagnosticDiagnostic
Individual Individual InstructioInstructionn
WeeklyWeekly
NoneNone Continue Continue with Core with Core InstructioInstructionn
GradesGradesClassroom Classroom AssessmentsAssessmentsUtah CRTUtah CRT
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CBM FOCUS & PM FOCUS
A Tool for Student Identification, Intervention Development, and Progress Monitoring
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Questions?
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1. Consensus Building
Process of developing buy-in from staff and understanding of the what and why of RTI.
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2. Infrastructure Development
Putting together the framework and support structures to allow for implementation Building a RTI Team Designing an action plan Core program and assessment system Scheduling of interventions and team
meetings (PLC and RTI Team)
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3. Implementation
Ongoing evaluation of how things are working “Building the car while you’re driving it.”
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Tier 2 Group Diagnostics with Reading CBM
Can calculate accuracy and examine rate to help with designing Tier 2
Words read correct/Total words X 100 = accuracyQuadrant 1 = accurate, fluentQuadrant 2 = accurate, slowQuadrant 3 = inaccurate, slowQuadrant 4 = inaccurate, fluent
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15.4
62.8
51.3
60.4
65.968.5
0.0
7.7
19.716.7
7.1
21.3
37.4
23.1
17.120.8
16.5
6.7
47.3
6.4
11.8
2.1
10.6
3.4
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
1 2 3 4 5 6
Perc
enta
ge o
f St
uden
ts a
t Ea
ch Q
uad
Grade
Accurate, Fluent
Accurate, Slow
Inaccurate, Slow
Inaccurate, Fluent
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Tier ITier I:2nd grade90 minute block Focus on essential
skills in reading Uses learning centers,
paired instruction, indep practice to increase opportunities to respond & to practice skills
Provide immediate corrective feedback in small groups
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Whole-group Instruction
-Instruction in fluency, vocabulary, and comprehension strategies-Story is introduced on Monday, vocab discussions (vocab), before-during-after reading discussions (compreh)-Begin week with teacher reading & word teaching, decrease support & time as choral, echo, & paired readings increase (fluency)
Small-group Instruction
Learning Centers
Independent Practice
Low (low on CBM, low on phonics inventory)
-Word recog & fluency
-letter patterns, high frequency words
-Choose 1 of 3 activities, based on group-Vocabulary focus
e.g., find word families and write in notepad/planner
Med (at grade-level on CBM, slow, but accurate, good on phonics invtry)
-Fluency & Comprehen.
-Repeated readings-Question & answer relationships
e.g., Reread and complete Q&A worksheet
High (high on CBM, on grade-level)
-Compreh & Vocab
-Repeated reading-Story mapping
e.g., Reread and complete story map
Paired Instruction -Partner reading with decodable texts and leveled readers
Partner reading with leveled readers
Partner reading and summary generation
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Tier II
2nd grade Group of 7:1 with a focus on more opportunities to
respond & practice Using core program’s additional support
manual/program
Tier IITime Skill Activity
2 minutes Phonemic Awareness Song or rhymes
10 minutes Phonics/Word Analysis
Word attack, Model/Lead/Test, Immediate feedback, program manual
10 minutes Fluency/Guided Reading
Leveled book, Classroom story, program manual
8 minutes Comprehension Q&A, story maps, program manual
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…Tier III Additional 30 minutes (90 + 30 + 30) Title I, SPED personnel, 1:3, 2 skills (15
mins each) Programs: Range of programs (Horizons, Read
Well, Reading Mastery) Strategies: Ample opportunities to practice and
review, very explicit instructional strategies Coordinated with Tier I
Tier I = vocab, comprehension, spelling, oral comp
Tier II & III = alphabetic understanding, word reading, reading connected text
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Tier III: closer look
1st grade: Phonemic awareness, Phonics 15 minutes:
first & last sound isolation, sound blending, sound segmentation
Letter sound & name identification, letter-sound with CVC, irregular word reading, sentence reading
15 minutes: Extend phonological & alphabetical skills through
handwriting and spelling
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Visit us on the web…www.updc.org/abc
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Resources
www.schools.utah.gov/sars/manualsguide.htm
www.cbmfocus.com www.updc.org/abc www.pbis.org
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Websites Florida Center for Reading Research
www.fcrr.org What Works Clearinghouse
www.whatworks.ed.gov Reading First
www.ed.gov/programs/readingfirst/index.html Open Court, Treasures, Horizons, Connecting Math Concepts,
Reading Mastery, Read Well, Read Naturally, Phonics for Readers…
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