S

Response to Intervention

A Good Fit for SAS

Jan Cantrill (Pudong)

Sarah Pearlz (Puxi)

Why we are here

SAS administrators have supported parts of the RTI model, but may not have the big picture

The RTI model is consistent with SAS’ current vision of assuring “academic and personal success” for a “broad range of students”

The RTI model provides a way to integrate assessment with instruction, so addresses one of the WASC goals

What is RTI?

Response to Intervention (RTI) is a model that

Supports the learning of all students Provides early identification of student needs Adjusts instruction based on student progress Adjusts the intensity of intervention based on

student response Focuses on outcomes

Why RTI?

Proposed when IDEA was re-authorized in US in 2004 because The number of students in special education

programs had increased dramatically since 1975 Special education services could not be intensive

because too many students Minority students were over-represented in special

education Poor readers stayed poor readers: No gains

Big Ideas in RTI

Research-based classroom instruction

Universal screening

Multiple tiers of increasingly intensive interventions

Progress monitoring

Fidelity of intervention

Three-tiered model of intervention

Tier 1

2

3

Examples: Tier One

Research-based curriculum for all students

Readers Workshop Writers Workshop Everyday Math Words Their Way Accelerated Reader

Examples: Tier Two

Targeted, time-limited intervention for some at-risk students

In-class short-vowel or math facts group Flex group for reading fluency and

comprehension Counseling group Behavioral contracts Agenda checks Peer tutoring Pull-out, push-in ESOL support Homework Opportunity Time (HOT) Writing Center

Example: Tier Three

Intensive, indefinite intervention for a few students

Psycho-educational assessment to identify needs Frequent and intensive intervention with research-

based methods and time with a specialist Individual goals developed Progress monitored

Moving from one tier to the next…

At SAS, Student Support Teams (SST) track students’ progress

We encourage the use of data to measure improvement Number of words read correctly per minute Percent of written work completed independently in

class Number of visits to the nurse in a week Quarter grades

Universal Screening

Short measures given to everyone

Purpose is to identify students at risk of not meeting curricular benchmarks

Examples: STAR Reading, DIBELS

Example of universal screening: STAR

Screen Shot

STAR ResultsCurrent 9th and 10th

Graders

Grade Level % students below 25th percentile

% students between 25th

and 49th percentile

% students above 75th percentile

Grade 9 (n=122)

11 21 40

Grade 10 (n=157)

15 14 48

Why does RTI work for SAS?

Provides students with weak skills help immediately (no wait-to-fail)

Gives a common framework to coordinate with ESOL

Is consistent with WASC recommendations

Is a model for serving a broad range of students

RTI: Some pieces are in place

Universal screening on the Pudong campus in many grades

Problem-solving teams (SSTs) exist at each division on each campus

ELL and AS programs are well-established

Careful attention is given to the curriculum and instruction

RTI: Some pieces are missing, for example…

Screening is not consistent across campuses

Tier Two interventions are not well developed throughout school

Progress monitoring of students who are in Tier Two interventions is inconsistent

Culture of examining data is in developing stage

What we would like from you

We would like to expand universal screening to both campuses

We would like to have more Tier Two options, e.g., reading, study skills, transition classes at secondary level

We would like you to look at RTI as a framework for using assessment data to inform and differentiate our instruction so we prepare students for academic and personal success

Support for who?

We want to move from thinking of

Academic Support as a program that serves

a few kids

at the top of the triangle…

Support for who?

We want to move from thinking of

Academic Support as a program that serves

a few kids

at the top of the triangle…

Support for all learners

…to thinking of a system

that helps teachers serve

all our kids better.