RTI for Literacy: Strand B

Building and Implementing Universal Support for

LiteracyMichael McSheehan

www.iod.unh.edu 862-2144 mcms@unh.edu

February 6, 2009

Given what you heard in the KEYNOTE:

• What might we need to consider in our efforts to build, deepen, expand, and sustain our RTI for Literacy (and Behavior) efforts?

• Take 5 minutes in your groups to reflect and generate 1-2 “Ah Has!”

Audience Notes• How do we improve communicating data?• How collect the data to examine progress

of students and school?• Need to integrate across behavior and

literacy• More objective measures in literacy • Define the interventions in each Tier – do

we all need to use the same interventions

Audience Notes• Fluency as a quick measure – should

we and how do we use it• Developing a common language

across multiple schools – getting folks on the same page

• Need to bring in behavior into the conversation with literacy

• Formalizing the literacy interventions

Audience Notes• Ensure different strategies are

coordinated and communicated to staff how the initiatives dovetail

• How to focus and manage and translate the literacy data into action

• How to maintain a view of the WHOLE child – integrating other specialists

Audience Notes• How will we fit the intensive interventions

into daily scheduling• How do we bring together what we’re

already doing with an RTI approach• Look at how to provide earlier intervention

in our school (K)• May be missing kids in primary grades….

How pick them up earlier• How improve our efforts in behavior

supports with this?

Audience Notes• How engage a team• How coordinate the programming – overall

improvement• Developing common assessments to connect both

elementary and middle schools• Time to examine data to inform instruction – we

have the data…• Coordination of universal• Components of literacy block for K-6 – how know

students are making progress (responding)• Reconfirming committment

Support for NH RESPONDSis provided by

the NH Bureau of Special Education,

NH Department of Education under a grant from

the US Department of Education, Office of Special Education and

Rehabilitation Services

Lead Partners• NH Department of Education

– Bureau of Special Education• NH Center for Effective Behavioral

Interventions and Supports at SERESC– Expertise in Positive Behavior Supports – Expertise in integration of mental health and

school supports• Institute on Disability at University of NH

– Expertise in Literacy within an RtI model– Expertise in PBIS and Intensive Interventions

(RENEW) for Secondary Transition and Dropout Prevention

Literacy Strand B Assumptions• Schools have already obtained readiness and a

commitment to adopt a multi-tiered RTI approach for literacy.

• Participants do not need to be convinced of the need for a multi-tiered system of literacy support.

• Teams have come ready to construct knowledge and skills and to learn more about structures and processes that will enable them to build/improve/sustain the universal tier.

• We are building our understanding of RTI together; NH and the nation is still constructing its definition of RTI

Outcomes for Today1. To continue to construct our understanding

and definition of RTI together2. To provide school teams with knowledge

and skills to design universal systems for literacy.

3. To complete a process assessment to address features of Tier 1 (Universal) in RTI for literacy

4. To create an action plan that will move each school closer to the goal of implementing Tier 1 (Universal) of RTI for literacy with fidelity.

Overview of today’s session• Introduction/Review of RTI

• Working Definition• Core Concepts

• RTI for Literacy: Focus on Universal Tier• Key considerations• Literacy Universal Team Checklist (LUnTCh)

• Identifying research-based curriculum and instruction (Spadorcia)

Guiding Principle: How Full is Your

Plate? Schools and educators are bombarded with changing mandates, competing and multiple initiatives and a train and hope approach to professional development that is not aligned to a few core priorities and outcomes

Guiding Principle: How Full is Your Plate?

We believe implementation requires programs to be thoughtful in determining a small number of priorities and using a train and sustain approach to align professional development activities to those few core priorities and outcomes

RTI Implementation Starts from Where You Are

• It’s a process, not a curriculum• It’s a roadmap with a set of

guiding principles• It requires buy-in and

commitment from staff, administration and SD leadership

• Nationally – no ONE model…

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

Designing School-Wide Systems for Student Success

Designing Schoolwide Systems for Student Success

Academic Instruction(with fidelity measures)

Behavioral Instruction(with fidelity measures)

Tertiary Interventions(for individual students)• Wraparound Intervention• Complex Multiple Life Domain

FBA/BIPs

Tertiary Interventions(for individual students)• Wraparound Intervention• Complex Multiple Life Domain

FBA/BIPs

Secondary Interventions(for some students: at-risk)• Simple FBA/BIPs• Group Intervention with

Individual Features• Group Intervention

Secondary Interventions(for some students: at-risk)• Simple FBA/BIPs• Group Intervention with

Individual Features• Group Intervention

Universal Interventions(for all students)• Direct Instruction of Behavioral Expectation

• Positive Acknowledgement

Universal Interventions(for all students)• Direct Instruction of Behavioral Expectation

• Positive Acknowledgement

Tertiary Interventions(for individual students)• Assessment-based• Resource Intensive

Tertiary Interventions(for individual students)• Assessment-based• Resource Intensive

Secondary Interventions(for some students: at-risk)• Some individualizing• Small Group Interventions• High Efficiency• Rapid Response

Secondary Interventions(for some students: at-risk)• Some individualizing• Small Group Interventions• High Efficiency• Rapid Response

Increases Levels of SupportRe

duce

s Num

bers

of S

tude

nts

Screen All Students

RtI conceptual system with general and special education integrated at all three levels

Universal Interventions(for all students)• Preventive, Proactive• Differentiated Instruction• Research Validated

Curriculum

Universal Interventions(for all students)• Preventive, Proactive• Differentiated Instruction• Research Validated

Curriculum

Sailor, W. (2008, Sept.). Inclusion through a different logic model. Invited presentation at the 2008 Global Summit on Education, Washington, DC.

The Promise of RTI

Systemic Process of RtILiteracy Behavior

Secondary Transition for high

school

80%-90%

Universal Interventions

• All students• Core curriculum• Preventive,

proactive

Intensive, Individual Interventions

• Individual students• Specifically tailored

instruction• Progress monitoring

Targeted, Group Interventions

• Some students (at risk)

• Additional instruction• Progress monitoring 5%-10%

1%-5%

Core Concepts of RtINH Literacy Action Plan

• All students receive high quality instruction in their general education setting.

• General education instruction is research based.

• General education instructors and staff assume an active role in students’ assessment in that curriculum.

• School staff conduct universal screening of academics and behavior.

Core Concepts of RtI NH Literacy Action Plan

• Continuous progress monitoring of student performance occurs.

• School staff implement specific research-based interventions to address the student’s difficulties.

• School staff use progress-monitoring data to determine interventions’ effectiveness and to make any modifications as needed.

• Systematic assessment is completed of the fidelity or integrity with which instruction and interventions are implemented.

Fidelity of Implementation

“Without knowing whether an intervention was delivered in the way that research has shown it to be most effective, it is impossible to know the reason for the child’s lack of progress.”

Recognition & Response Implementation Guide (2008)

How Will This Work?RtI is a general education initiative - 3 key components*

1. High quality instruction/intervention•matched to student needs•demonstrated to produce high learning rates for most

2. Learning rate and level of performance•primary sources of information for decision making

3. Important educational decisions•intensity and expected duration of interventions•based on individual response to instruction across multiple tiers•informed by data

*NASDSE: RTI Policy Considerations and Implementation

Word ID• Phonemic Awareness• Alphabetic Principle

• Automaticity• Decoding• Writing

Language Comprehension

• Vocabulary• Comprehension

• Background Knowledge• Text Structures

Print Processing Beyond Word ID

• Fluency• Prosody

• Print-to-Meaning Links• Writing

Adapted from Spadorcia, 2007 and Cunningham, 1993

Whole-to-Part Model

A 3-Tier ApproachLevel 1

• Primary prevention for the whole population

• Differentiated instruction to reach 80-90% of students

• The purposes of universal strategies are to –maximize achievement, –prevent future difficulty, and – increase positive interactions

(success) with people and learning.

Tier 1 – UniversalWhole School, All students, Screening and Early Identification

Literacy StandardsWord ID

Language ComprehensionPrint Processing

Behavior ExpectationsPromotion of positive behavior

(define, teach, recognize)Response to problem behavior

(define behaviors and response processes)

ToolsMatrix of expected behaviorsTeaching plan and practiceRecognition planProblem behavior definitionsResponse processReporting/Data collection

DataWeekly data reports of problem behavior; Attendance,Periodic self-assessments

ToolsExplicit instruction/modeling

Systematic instruction/skill-buildingAmple practice opportunities

Immediate corrective feedback Differentiated instructionContinuous assessment

DataDIBELSNWEAAIMSwebOther

Movement to Tier 2 supported by effective decision rules, goal-setting, progress monitoring,

fidelity of implementation, use of evidence-based instruments and linkage to specific skill deficits

ToolsResearch-based literacy curriculumClassroom-wide and small group Benchmark assessmentData-driven instruction

Literacy InstructionUniversal

Approaches

Professional Developmen

t

Classroom-Level

Benchmark Assessment

Progress Monitoring

Content-Area Literacy

Instruction

Universal Team and Processes

Differentiated Instruction in General Ed Classrooms

Evidence-Based Literacy

Curriculum

Materials and Supplies

A 3-Tier ApproachLevel 2

• Increase opportunities for struggling students to succeed by providing additional time, strategies, approaches and tools

• Structured secondary interventions to meet needs of at-risk youth through group interventions and targeted core instruction

• Increased monitoring of targeted skills to measure intervention progress

Tier 2 – TargetedSmall Groups and Individual Supports Based on Similarities of Needs and Data

LiteracyAdditional group instruction time to address specific skill

needs

BehaviorSocial contracting

Targeted group interventions based on function of behavior

ToolsSocial contractingCheck-In, Check-OutPASS (Preparing and Supporting Self-Managers)And other group interventionsFunctional Behavioral Assessment and Support

DataWeekly data reports of problem behavior or prosocial behaviorProgress monitoring of group interventionsPeriodic self-assessments

ToolsDiagnostic assessmentSmall groups based on specific skill needs(e.g., comprehension, sight word recognition, vocabulary)

DataDIBELSAIMSwebOther

Movement to Tier 3 or 1 supported by effective decision rules, goal-setting, progress monitoring,

fidelity of implementation, use of evidence-based instruments and linkage to specific skill deficits

A 3-Tier ApproachLevel 3

• Targets the 1-5% who are not responding to Tier I and Tier II efforts.

• Intensive strategies or programs delivered in small group or 1:1 in addition to core instruction

• Increased monitoring of targeted skills to measure intervention progress

• Student-centered and adapted to meet individual needs.

Tier 3 – IntensiveIndividual Assistance Focused on Needs and Data

LiteracyAdditional individual

instruction time to address specific skill needs

BehaviorIndividualized plan for behavior

supports

ToolsFunctional behavioral AssessmentBehavior Support PlanPerson-Centered PlanningLife Space Crisis Intervention (LSCI)WraparoundRENEW School-to Career Planning (HS)Alternative Education Plans (HS)

DataWeekly data reports of problem behaviorProgress monitoring of studentPeriodic self-assessmentsStudent Progress Tracker (HS)

ToolsOne-on-one instructionExplicit instruction/modelingSystematic instruction/skill-buildingAmple practice opportunities Immediate corrective feedback Alternative Education Planning (HS)

DataDIBELSAIMSwebDiagnostic Assessment

Sample 3-Tier Arrangement K-3 Reading

Tier I: General Education: All Students– Scientific-based reading instruction and curriculum

emphasizing 5 critical elements of beginning reading– Multiple grouping formats to meet student needs– Core instruction = 90 minutes per day (or more)– Benchmark assessment at beginning, middle and end

of the academic year– General education classroom/general education

teacher (with support from other educators, service providers, staff, and volunteers)

– Ongoing professional development

Adapted from NH RTI Task Force

Tiers or Levels of Instructional Intensity

Tier II: Supplemental (Targeted) Instruction– For students identified with marked reading difficulties and

who have not responded to Tier I efforts– Specialized scientifically based reading program(s)

emphasizing the 5 critical components of beginning reading– Homogeneous small group instruction (1:3-5)– Minimum of 30 minutes per day in small group in addition

to 90 minutes of core reading program– Progress monitoring (twice) a month on target skills to

ensure adequate progress and learning– Setting designated by school (within or outside of general

education class)– Personnel determined by school (classroom teacher,

reading specialist, external interventionist)Adapted from NH RTI Task Force

Tiers or Levels of Instructional Intensity

Tier III: Intensive Intervention– For students identified with marked difficulties in reading

or reading disabilities and who have not responded to Tier I and Tier II efforts

– Sustained, intensive, scientifically based reading program(s) emphasizing the 5 critical components of beginning reading

– Homogeneous small group instruction (1:1-3)– Minimum of two, 30 minute sessions per day in small group

or 1:1 in addition to 90 minutes of core reading program– Progress monitoring (twice) a month on target skills to

ensure adequate progress and learning– Appropriate setting designated by school – Personnel determined by school (classroom teacher,

specialist, external interventionist)Adapted from NH RTI Task Force

NH RESPONDS

• Use Literacy Curriculum already in place as a starting point

• Use data management/progress monitoring systems already in place OR

• If there are not satisfactory systems – Support to establish one

• Identify programs/materials/strategies that will meet the needs of all the students, across the tiers.

NOT• Discard what’s working• “Pushing” a particular program or method

Literacy Universal Team Checklist(LUnTCh)

• See Handout• Review Components• Begin Individual Ratings

Literacy Universal Team Checklist(LUnTCh)

• Establish Commitment• Establish & Maintain Team• Self Assessment• Screening• School Wide Curriculum for Literacy

Instruction• Establish and Monitor for RTI

Composition of the Universal School Leadership Team by Role

• Administrators • Curriculum/Assessment Director• General Education Classroom Teacher • Special Education Teacher• Behavior Specialist/Guidance/Psychologist• Reading/Literacy Specialist and/or Title I

Coordinator• Family Member• Paraeducator

Roles of the Universal School Leadership Team

1. Lead the Universal System of RtI2. Meet regularly3. Identify key issues/concerns4. Conduct a site analysis5. Identify data management

system (SWIS, Performance Pathways, district system)

6. Develop/revise the school-wide RtI program using current data

Roles of the Universal School Leadership Team

7. Actively communicate with staff members and families regarding the activities of the school team

8. Conduct staff meetings to ensure the understanding, implementation and maintenance of the school-wide RtI program

9. Serve as exemplars for staff and families

Team Activity (if time)• RESPONDS Collaborative Team

Checklist– Complete Checklist with present team– Action Plan/Decision log should reflect

tasks necessary to form Universal Team• 10 minutes!

School-based teams consider a shift from: “Is there a discrepancy between intellectual

ability and achievement” to

“Is the student successful with the current level of support, and if not, what additional [or different] support does the student need to be successful?

Source: McIntosh, Chard, Boland, & Horner, 2007)

Using the RtI Model for Literacy Instruction

Data Sources for Instructional Tiers

UNIVERSAL ASSESSMENTAll students are measured 3 times/year on a global measure of

academic or functional performanceNWEA, DIBELS, PALS, CBM (AIMSweb)

TARGETED ASSESSMENTCriteria is set to identify those “falling behind;” at risk students

receive more frequent measurement (e.g. monthly) of progress in identified academic area CBM, CBA, PM

INTENSIVE ASSESSMENT Comprehensive assessment includes norm referenced tests

and interpretation of progress data from Tier I and II

School Ratings on LUnTCh• In your school team, share individual

ratings and fill-in a consensus rating on the MASTER form (colored copy)

Action Planning from LUnTCh

• In your school team, review the consensus ratings and begin generating action planning steps

• Fill in Action Planning Master (color copy)

• We will revisit these in the March session!