Post on 05-Jan-2016
A SMALL SCHOOL APPROACH TO RTI
“Student Failure without Intervention is Academic Malpractice”
Response to Intervention
Identifying and providing high quality instruction and research-based interventions matched to students needs
Measuring rate of improvement over time to make important educational decisions- Progress Monitoring
Educators use ongoing student performance data to determine if an intervention is working. If it is not, it is time to do something different.
Road to SuccessYear 1
Reading Implementation
June
Sept
Intro to RTI Seminar
RTI Summer Workshop
Problem Solving Teams Formed
Grade Level Teams Exercised
August
All Certified Staff Trained in AimsWeb
Sept
100% Universal K-8 Assessments Oct
Intensive Monitoring BeginsOct
Data Becomes RelevantNov
Intervention ArchivingNov-May
Warm and FuzzyMar-May
RTI WorkshopJune
Sept 90 Minutes of Reading Daily Built into Schedule
Keys to Successful Implementation You must have staff buy-in
◦ AYP Set Aside◦ Staff Development
The Principal must be the leader◦ Actively engaged◦ SME
Eat the Elephant one bite at a time◦ Phase implementation 4-5 years
Reading Math PBIS
3 Legs--Must All Be in Place ◦ Assessment◦ Instruction◦ Problem Solving
Pick the right person to lead PST and GLT-don’t leave it to chance
Role of the Principal
Sets vision for problem-solving/RtI process
Takes things off of the plate for teachers
Supports development of expectations
Responsible for allocation of resources
Facilitates priority settingEnsures follow-upSupports program evaluationMonitors staff support/climate
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
CHANGE
+ +
++
HOW SUCCESSFUL?
oTHE JURY IS OUToBUT…oLESS SPED REFERRALSoMOST STUDENTS MET GROWTH GOALS
oTEACHERS FEEL LIKE THEY ARE MAKING A HUGE DIFFERENCE
RTI Comments from Laporte Staff“There really is no child left behind. Teachers
are held accountable for each and every student.”
“Differentiated instruction takes place at the whole group and the individual level”
“We were successful because you made it the priority for the school.”
“I had underestimated the abilities of my special education students. RTI has helped me to challenge them at their ability level instead of my perceived level for them.”
“This is the best reform that I have done in over 20 years of teaching.”
WHY READING?
If you cannot read—you cannot do modern math
Fit into our systemAligned with our curriculum review cycle
We had a reading specialist on staff
BIG IDEAS IN READING(National Reading Panel)
PHONEMIC AWARENESSPHONICSFLUENCYVOCABULARYCOMPREHENSION
WHY AIMSweb?
It provides the system for organizing data
It provides the tools for universal screening and progress monitoring
It is teacher friendly and easy to useGOM that correlates almost 1-1 with the MCA II
Denny paid for it for the first 3 years!
AIMSwebAIMSweb is a 3-tier Progress
Monitoring System based on direct, frequent, and continuous student assessment which is reported to students, parents, teachers, and administrators via a web-based data management and reporting system for the purpose of determining response to instruction
www.aimsweb.com
GOM’s from other fields
Medicine measures height, weight, temperature, and/or blood pressure as an indication of general health.
Federal Reserve Board measures the Consumer Price Index
Wall Street measures the Dow-Jones Industrial Average
Companies report earnings per share
McDonald’s measures how many hamburgers they sell as an indication of company’s success
Reading measures Oral Reading Fluency as an Indication of general reading achievement/reading health.
Aimsweb Literacy Measures:
•Letter Naming Fluency •Letter Sound Fluency•Phoneme Segmentation Fluency•Nonsense Word Fluency•Oral Reading Fluency
Ear
ly L
iter
acy
Stepping Stones of Literacy
Preschool Kindergarten
1st Grade 2nd Grade 3rd Grade
Letter Sound
Letter Naming
Phoneme Segmentation
Nonsense Word
Oral Reading Fluency (CBM-Reading)
Aimsweb Literacy Measures
g N E Y R l V d H ZN d x S C n j H s SE n G h c i h B b OY F p D L i q c D QR v F J Z M P o p ul G A f V B P k m IV M e r y z a L U Ad y q v w u T w N UH j K e r X T z Y XZ x f m W W s J I kl E R K g N E Y R l
1. Aimsweb Letter Naming Fluency(Measures the number of letters a student can name
in one minute.)
Here are some letters. Begin here (point to the first letter) and tell me the names of as many letters as you can. If you come to a letter you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.
In general, does the student have automaticity?fluency of naming?
g N E Y R l V d H ZN d x S C n j H s SE n G h c i h B b OY F p D L i q c D QR v F J Z M P o p ul G A f V B P k m IV M e r y z a L U Ad y q v w u T w N UH j K e r X T z Y XZ x f m W W s J I kl E R K g N E Y R l
2. Aimsweb Letter Sound Fluency(Measures the number of letter sounds a student can
name in one minute.)
Here are some letters. Begin here and tell me the sounds (with emphasis) of as many letters as you can. If you come to a sound you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.
In general, can the student efficiently convert the visual symbol into an auditory one..with automaticity?
3. Aimsweb Phoneme Segmentation Fluency(Measures the number of phonemes students can
segment in 1 minute.)bad that mine coat meet wild woke fat side jet land beach
/b/ /a/ /d/ /TH/ /a/ /t/ /m/ /ie/ /n/ /k/ /oa/ /t/ /m/ /ea/ /t/ /w/ /ie/ /l/ /d/ /w/ /oa/ /k/ /f/ /a/ /t/ /s/ /ie/ /d/ /j/ /e/ /t/ /l/ /a/ /n/ /d/ /b/ /ea/ /ch/
lock pick noise spin ran dawn sign wait yell of wheel globe
/l/ /o/ /k/ /p/ /i/ /k/ /n/ /oi/ /z/ /s/ /p/ /i/ /n/ /r/ /a/ /n/ /d/ /o/ /n/ /s/ /ie/ /n/ /w/ /ai/ /t/ /y/ /e/ /l/ /o/ /v/ /w/ /ea/ /l/ /g/ /l/ /oa/ /b/
Total
______/6 ______/6 ______/6 ______/7 ______/6 ______/7 ______/6 ______/6 ______/6 ______/5 ______/7 ______/7 ______/75
I am going to say a word. After I say it, you tell me all the sounds in the word.
So, if I say, “sam,” you would say /s/ /a/ /m/.
Let’s try one. (one second pause). Tell me the sounds in “mop”
Ok. Here is your first word.In general, does the student understand that words can be broken into its component phoneme/parts?
4. Aimsweb Nonsense Word Fluency(Measures the number of phonemes students
can read in 1 minute.)
Here are some more make-believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say, “begin”, read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin.
In general, does the student have automaticity with mapping/recalling the sound-letter relationships?Can they ‘CRACK THE CODE’?
kik woj sig faj yis kaj fek av zin zez lan nul zem og nom yuf pos vok viv feg bub dij sij vus tos wuv nij pik nok mot nif vec al boj nen suv yig dit tum joj yaj zof um vim vel tig mak sog wot sav
5. Aimsweb CBM Oral Reading Fluency(Measures student’s ability to read grade level
passages accurately and fluently.)
Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading.
When I say, “stop” I may ask you to tell me about what you read, so do your best reading.
Start here (point to the first word of the passage). Begin. In general, has the student developed automatic phonemic awareness, phonics skills, and word recognition skills to be a fluent and comprehending reader?
The Robin’s Nest
There was a robin’s nest outside our kitchen window. The
nest was in a tall bush. The mother robin sat in the nest all day
long. One day when I was watching, the mother bird flew
away. I saw the eggs she was sitting on. There were four blue
eggs.
I watched and watched. The eggs moved. I watched some
more. The eggs started to crack. Finally, the eggs hatched. I
saw four baby birds. The baby birds opened their beaks wide.
I heard them peeping. Soon the mother bird came back. Then
the mother robin put worms in their mouths.
Every day I watched the baby birds and their mother.
Pretty soon the babies were so fat there was no room for the
mother. Then one morning the nest was gone from the bush.
DIBELS Oral Reading Fluency First Grade Benchmark 2 © 2001 Dynamic Measurement Group Revised: 03/28/02
Box & Whiskers Graphs (box plots): A Brief Explanation
AIMSweb commonly uses box plots to report data.This chart will help familiarize yourself with box plots:
Consider bell-curve. Box plots are somewhat similar in shape and representation.
75th percentile
Median (50th percentile)
25th percentile
90th percentile
10th percentile
outlier
Average range of
population included in
sample.Below Average
Range
Above Average Range
Benchmark(Tier 1): 3x per year
Strategic Monitoring (Tier 2): 1x per month for select studentsat risk for educational difficulties
Progress Monitor(Tier 3): Intensive assessment with adjustable frequency that matches need
(All identifying information and scores are fictitious.)
For Teachers: Classroom Report
Grade-Level MeetingsTeams hold meetings at least
monthlyTeachers review data on all
students of concernTeams make decisions about
resourcesTeams make decisions about
interventionsTeachers use Problem-Solving
process
Grade Level Meeting 3,4,5,6Aug. 31, 2009
Criteria for intervention: MCAII results; Tier II partially meets standard; Tier III does not meet standard; for students coming from 2nd grade we are using MAP scoring: below the 50th percentile students are Tier II; more than one standard deviation below the 50th they are Tier III.
Students identified as needing interventions (Tier III are being referred to PST) Grade 3, Tier II: Kris, Mark Grade 3, Tier III: Allie, Billy, Sam(sped) Grade 4, Tier II: Hanna, Nate, John (sped), Joan (sped) Grade 4, Tier III: Greg (sped) Grade 5, Tier II: Harvey, David (sped), Bobby, Char (sped), Lee Grade 5, Tier III: Hal, Emma Grade 6, Tier II: Ryan, Larry, Quinn, Kate (sped) Grade 6, Tier III: Jeff B, Kari, Darrin(sped) Standard Interventions: Comprehension: background knowledge (KWL, Youtube); agree/disagree; $2 summary Phonetics: write it down; duet reading; echo reading Logistics for interventions: Londa grade 3; Natascha, Dawn, Paras 12:30-1:15 initially Core class groups to stay the same Challenge top readers: (criteria: MCA II Exceeds Standard; Teacher discretion) Grade 3: Rebecca, Kiah, Amber, Sophia Grade 4: Erika, Andrew S., Alissa, Claire, Marley, Alana, Haley Grade 5: Alex, Emma, Kalei, Kayla, Zach H., Shelby, Kyle Grade 6: Cody, Sydney, Jesse, Kyle, Jack Ideas for challenging: AR point wall with rewards/awards; literature circles with final projects, National Geography Bee, Gifted and Talented ideas Goal for next year’s results: Currently, 68% of elementary students met or exceeded state standards on the MCA II; the state average was
72%; next year’s goal: 73% or higher Next Grade Level meeting: Wed. Sept. 30, 9:20-10am Communication: email above notes to all involved staff and admin.
Problem Solving TeamsThe Key to successful intervention
“stickwithitness”Weekly Meeting
◦Data collection◦Data Review◦ Intervention implementation◦Protocol Integrity Check◦Evaluate Plan
AIMSweb is the basis for discussionPrincipal must play a role early
Steps of the Problem-Solving Process
2. Analyze the Problem: Why is it
Happening?
3. Develop a Plan:
What are we going to do?
4. Implement the Plan:
Carry out the intervention
5. Evaluation the Plan:
Did the plan work?
1. Define the Problem:
What is the Problem?
Credit: SCRED
Where to Find Evidence-Based InterventionsReading First Centers
Florida Center for Reading Research www.fcrr.org/FCRRReports/reportslist.htm
Texas Vaughn Gross Center for Reading and Language Arts www.texasreading.org/utcrla/
U. of Oregon IDEA (Institute for the Development of Educational Achievement) Big Ideas of Reading Site www.reading.uoregon.edu/
The What Works Clearing Houseies.ed.gov/ncee/wwc/
QUESTIONS?