RTIIntervention

Solutions

Yvonne RuweApril 28, 2010

About Us

• Intervention experts for more than 50 years

• Blended-media solutions that help to close the achievement gap in reading and math

Proven Solution for Tiers 2 and 3

MATHINTERVENTION

READING INTERVENTION

PROGRESSMONITORING REPORTING

Our Technology was the Perfect Fit for RTI…

• Technology could increase RTI capacity

• Innovative, individualized…and effective

…but was it as effective as possible?

Based on Current RTI Research

• Doug and Lynn Fuchs’ and Daryl Mellard’s research (as well as that of several others) was influential in our design in terms of the theoretical underpinnings of RTI. – Their theories had significant impact on our design.

• Our concern: Too much theory and not enough practical application. – While they informed our thinking, it was Dr. John McCook

that put these into a practical and pragmatic perspective.

Dr. McCook’s RTI Non-Negotiables

1. Universal screening

2. Multiple tiers of intervention

3. Progress monitoring

4. Problem-solving or standard protocol approach

5. Integrated data collection/assessment system

6. Scientific, research-based interventions

7. Fidelity

8. Professional Development

MATHINTERVENTION

Complete Solution

PROFESSIONAL DEVELOPMENT

UNIVERSALSCREENING

READING INTERVENTION

AUTOMATED PROGRESS

MONITORING& CASE

MANAGEMENT

COMPREHENSIVE REPORTING

UNIVERSAL SCREENING

Universal Screening

Purpose: Identify all students who may be “at risk” for academic difficulties.

Step 1: Universal Screening Test Step 2: Teacher Scoring the Test Step 3: Universal Screening Results

Norms and Rubric

Universal Screening

3 ORAL READINGAT GRADE LEVEL

1 MAZEAT GRADE LEVEL

Oral Reading Fluency:Using Norms to Compare Progress

Oral Reading Fluency Scale of the National Assessment of Educational Progress

• Measures accuracy, rate, prosody and comprehension

• Embedded with Academy software for automatic scheduling of screening

• No “one-on-one” screening necessary• Increased capacity• Easy to administer and score• Data is aggregated easily and displayed visually.• Saved voice recordings of students reading aloud

for future reference and referral

Universal Screening Efficiency and Accuracy

READING INTERVENTION

Reading Intervention

“I think the great thing about the Academy is that it results in a program where each student can be successful no matter what their skill level.”

Butch Vaughn, Principal Blackman, TN

MATH INTERVENTION

Math Intervention

“The combination of Academy of MATH and in-class instruction enabled some of our struggling students to catch-up two years. One student made a three year gain and will be eligible for private school.”

Dr. Lucine Masterlerz, Principal, Chicago IL

PROGRESS MONITORING & CASE MANAGEMENT

Progress Monitoring & Case Management

REPORTING

Comprehensive Reporting

From an administrator’s point of view, the program’s design allows for effortless monitoring of student and class progress. There is never a question of how a child is doing and what areas need to be improved.” Drew Sawyer, Principal

PROFESSIONAL DEVELOPMENT

RTI Professional Development

• As a leader, what critical steps must you ensure be taken to successfully implement RTI in your district? How do you get commitment by all?– Awareness– Commitment– Capacity– Implementation– Evaluation

• Leadership Planning• Pragmatic decision-making• Procedural understanding• Roles, responsibilities & communication• On-going evaluation

PLAN• Campus

Planning• Leadership

Workshop

DEPLOY• Introducing the

Academy• Academy

Quick Start

MENTOR• Classroom

Strategies• Intervention

Strategies

EVALUATE• Report Cards• Year 2 Planning

Success Plan

RTI Professional Development

• Leadership Planning Workshop– Building consensus & support– Evaluating resources to maximize capacity– Guidance for district and building-level

planning• Leadership Follow-up Workshop

– Target population, interventions & tier mobility– Screening and progress monitoring– Review of district RTI plan

Complete Solution

PROFESSIONAL DEVELOPMENT

UNIVERSALSCREENING

MATHINTERVENTION

READING INTERVENTION

PROGRESSMONITORING

& CASEMANAGEMENT

REPORTING

Reading Gains for Title 1 / At-Risk / Ethnicity

State test Reading Gains (2007 to 2008)for Title 1 and At-Risk Students

-60

-40

-20

0

20

40

60

80

Gain

s (

Scale

Score

)

Academy UsersNon-Users

*

*

0

50

100

150

200

250

300

Asian African American Hispanic WhiteG

ain

s (L

ex

ile

Sc

ore

)

Lexile Gains (2007 to 2008) by Ethnicity

Academy Users

Non-Users

Spring Independent School District, Houston TX26 schools (19 elementary, 6 middle, 1 high)

Math Gains for Title 1 / At-Risk / Ethnicity

• • State Math Gains (2007-2008) For • Title 1 and At-Risk Students

• -10

• 0

• 10

• 20

• 30

• 40

• 50

• 60

• 70

• 80

• 90

•G

ain

s (

Scale

Score

)

• Academy Users• Non-Users

• *

• *

0

50

100

150

200

Asian African American Hispanic White

Gai

ns

(Qu

anti

le S

core

)

Quantile Gains (2007 to 2008) by Ethnicity

Academy Users

Non-Users

Spring Independent School District, Houston TX26 schools (19 elementary, 6 middle, 1 high)

“We were thrilled that our intervention strategy enabled us to make significant performance gains in a short period of time.”

Jean Snyder, Principal Lima, OH

“What I really like about the Academy of MATH is that I can quickly and easily pull up reports and see the progress of each student without having to write things down or look results up manually on paper.” Joanne Butler-Kopriva, Teacher Kennewick, WA

“One of our special needs students in grade 8 really wanted to go to high school and was very motivated. He leapt ahead 4.0 grade levels in the course of the program – an amazing success”

Colleen VonDeBur, AutoSkill Coordinator, Springfield, IL

“Almost every student using the Academy of MATH improved during our summer school program. Some went up two grade levels, and a couple went up three grade levels.”

Emily Wood-Sorenson, Educator Hudson, WI

“It’s exciting to see students captivated by the Academy of READING. They’re motivated to learn new skills and absolutely cannot wait to get back to the computer lab.”

Jenny Lillquist, 3rd Grade Teacher Sebeka, MN