Dr. Denise P. Gibbs, DirectorAlabama Scottish Rite Foundation

Learning CentersGibbsdenise@aol.com

PSTRtISTUDENTSUCCESS

This presentation is being provided today at no cost by the Alabama

Scottish Rite Foundation. The philanthropy of the Alabama Scottish

Rite Foundation began in the 1950’s in Alabama and continues today. The

mission of the Alabama Scottish Rite Foundation is to provide help to

Alabama Schools as they work with students who struggle in reading -

particularly those students with dyslexia.

RTI and Legal Mandates

•NCLB (No Child Left Behind) and IDEA (Individuals with Disabilities Education Act) establish RTI parameters which center around

• scientific, research-based instruction and intervention AND student outcomes!

•New IDEA eligibility requirements dictate that schools be able to document use of research-based instruction and interventions along with progress monitoring prior to SLD determination!

•Also included in state administrative code

What is RTI?the practice of providing high-quality

research-based instruction/intervention matched to student needs

and using learning rate over time

and level of performance to

inform educational decisions

What is RTI? …high quality = 80% rule …research-based = backed by evidence

of effectiveness …matched to student needs = LEARN

what needs are and proceed! …learning rate over time = monitor

progress to determine weekly rate of improvement needed and achieved

…to inform educational decisions = let student performance dictate whether you continue, alter, or change what you are doing.

What are your students’ needs?

Do your students…… Struggle to meet basic academic

standards?More problems in some content

areas than in others? Show growth across all

skill/ability levels?ALL students are moving up (not

just low getting higher)?

Do your students…… Exhibit considerable behavioral

issues?Much time devoted to “crowd

control” and discipline Exhibit no problems what so

ever!Lake Wobegon?

If your students struggle in reading…..are you like…..

Reading Next (2004) ?90% who struggle with reading have

comprehension problems and only 10% have word-level problems.

Deshler (2007)?45% who struggle with reading have

word-level problems!

If your students struggle in math…...

Do you see more operations problems….basic math facts?

Do you see more concept and analysis problems?

If your students evidence too many behavior issues…...

Do you have positive behavior supports in place?

Can you identify causes of behavior issues?

How do behavior issues relate to academic issues?Could can’t do look like won’t do?

When you build YOUR RTI framework around the

needs of YOUR students, everybody wins and success will follow!!

Alabama’ RTI Framework

Response to Instruction document available online at www.alsde.eduRTI for K-12RTI for academics and behavior.Three tier model

RTI Essential Elements

1. Scientific, research validated instruction and interventions

2. Tiers of effective instruction/ intervention matched to student needs

3. Assessment

4. Problem Solving Teams (instead of BBSST)

5. Implementation consistency

Scientific, research-validated

instruction and interventions

Research-based literacy instruction (National Reading Panel, 2000)

1. Phonemic awareness2. Phonics3. Vocabulary4. Fluency5. Comprehension

Research-based math instruction (National Mathematics Advisory Panel, 2008)

In mastering whole numbers, fractions and geometry and measurement students need to gain:

1. Conceptual understanding2. Computational fluency3. Problem solving

Consistent Recommendations from Grade 4-12 Research

1.Focus upon explicit learning strategy instruction and provide time for students to practice using these strategies in small group experiences in daily classes.

2.Include this strategy instruction in ALL content area classes

Consistent Recommendations from Grade 4-12 Research

3.Address the need to ensure student engagement and motivation by providing students appropriate materials and meaningful classroom activities which allow them to be active participants in the learning process.

Consistent Recommendations fromGrade 4-12 Research

4.Make intensive intervention classes available for students who need them

5.Provide and require participation in professional development to equip educators to accomplish the mission

Tiers of Effective Instruction and Interventions

Elementary Tier Model (K-3)

Intensive Intervention 60 minutes

Intervention 30 minutes per

dayin the classroom

Comprehensive Core 90 minutes per day

reading60 minutes per day math

PlusSpecial Education

80%

5%

15%

? %

Tier 1

Tier 2

Tier 3

Academically, what should Tier 1 include for elementary students?

MINIMUM of 90 minutes in reading and 60 minutes in math of uninterrupted core instruction

NRP and NMAP suggest a combination of whole and small group differentiated instruction

The five big ideas from the NRP and critical benchmarks from NMAP!

Tier 2 for elementary students….

Additional small group instruction Best when provided by classroom

teacher At least 10-12 weeks in duration Frequent progress monitoring May need additional rounds of Tier 2 if

“adequate progress” is being made May need to move to Tier 3 if

“inadequate progress” is being made

Tier 3 for elementary students

Intensive intervention Does not replace or supplant (Tier 1)

but may replace Tier 2 Designed to meet identified student

needs in math, reading, and behavior Student will miss something

Decide what will be missedSchedule for success!

Who might provide this intervention? Title I; reading, math, or behavior

interventionists; SPED; Para; Classroom teacher, etc

Grade 4-12 Tier Model

Intensive Intervention

classes

Differentiated strategy instruction

in content classes small group-intentional groupings

Core instruction=Strategy instruction in content classes

whole and small group

PlusSpecial Education

80%

5%

15%

? %

Tier 1

Tier 3

Tier 2

About Grades 4-12 Tier 1

•Students learn how to learn

•Strategic teaching in ALL classes

•Some time for students to work with peers daily in ALL classes

•Encourages student engagement

•Students become active participants in the learning process

•Students “make their own meaning”

About Grades 4-12 Tier 2

•Differentiated strategic teaching

•Teacher explicitly models strategies with students and scaffolds as needed

•Opportunities for peer-tutors and heterogeneous grouping (weaker with stronger and teacher rotates among groups)

•Opportunities for homogeneous grouping (weak come together and teacher works with that group)

About Grades 4-12 Tier 3•Intensive intervention classes for students who need them (math, reading, and behavior)

•Reading – Word-level interventions and comprehension interventions

•Math – Computation and problem solving interventions

•Behavior- small group sessions/classes

•Scheduling options

•Grade specific intervention times

•Acceleration block

SPED (Tier 4) after RTI LRE will be impacted! How will we use inclusion? Need for DIRECT services Intensive, intensive intervention if

Tiers did not result in success!Probably some 1:1Must have homogeneous grouping if not 1:1

Ongoing progress monitoring

RTI:B K-12 Tiers

Intensive Intervention

classes

Supplementalbehavior supports

implemented in classrooms

Universal positive behaviorsupports practiced school-wide

or district-wide

PlusSpecial Education

80%

5%

15%

? %

Tier 1

Tier 3

Tier 2

RTI:B Tier 1 Universal Support

Environment, environment, environment! Small set of school or system-wide rules:

Be safe, be responible, be respectful As a system-wide Universal Support effort

in schools, positive behavior support (PBS) consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of problem behavior.“Be safe” Example: Walk in the hallways

RTI:B - Assessment Office Discipline Referrals (ODR) may be

a type of screening and progress monitoring tool.Could set criteria for movement to Tier 2 as X

number of ODRs over a given period of time. Teacher nomination forms may also serve

as assessment tools to screen for students who need Tier 2 behavior intervention.

RTI:B Tier 2 Supplemental Support

Behavior plan, check-in/check-out, etc(1) teaching the student to use new skills as a

replacement for problem behaviors, (2) rearranging the environment so that

problems can be prevented and desirable behaviors can be encouraged, and

(3) monitoring, evaluating, and reassessing this simple plan over time.

Progress monitor – behavior report card

RTI:B Tier 3 Intensive Intervention Support

May include behavior intervention class utilizing various curricula such as:Skillstreaming SeriesThe PREPARE Curriculum: Teaching

Prosocial Competencies Behavior Education ProgramI Can Problem SolveBullying Prevention Program

RTI:B Websites

http://www.pbis.org/ http://flpbs.fmhi.usf.edu/

RTI Uses of Assessment

RTI Uses of Assessment

•To determine IF intervention is needed (screening)

•To determine WHAT intervention is needed (Additional assessment)

•To monitor the progress of students in interventions (progress monitoring)

Screening to determine IF intervention is needed

For elementary students, ALL students should be screened at the beginning of school (also referred to as benchmark testing).

For secondary students, schools could screen all entering students OR complete a records review and then “screen” students below a designated level or students with an intervention history!

Screening Tools A few of the peer-reviewed screening

tools AIMSWEB (reading, math, spelling,

written expression pre K-12) DIBELS (reading K-6)STEEP (reading and math K-12)

Independent, peer-review of screening and progress monitoring toolswww.rti4success.org

System-wide intervention criteria

School systems will need to determine the screening outcomes which will result in intervention consideration and referral to one of the problem solving teams. If score is below ___ then student

reviewed by the appropriate problem solving team

Problem Solving Teams

Number and structure of problem solving teams

Must have at least one team but probably best to have several teams at each school!

Some suggestions Grade-level PSTs Across grade level PSTs (K-2, 3-5, etc) Teacher team PSTs Departmental PSTs Other

Good to involve as many school personnel as possible on teams.

Problem Solving Team and BBSST

With some modifications of perceived PURPOSE, BBSST can evolve into RTI Problem Solving TeamPurpose is no longer SPED gatekeeper, or SPED

gateway, or SPED roadblock!New purpose will be to:

Make sure that appropriate interventions are provided for ALL students

Set measurable intervention goals for each student

Systematically evaluate data reflecting student progress in interventions

Problem Solving Team and BBSST

With some modifications of PROCESS, BBSST can evolve into RTI Problem Solving TeamsMust NOT recommend accommodations but

scientific research-based interventions instead

Must use progress monitoring data rather than anecdotal information to form decisions.

Must be able to carry-over to next year as needed

Must rethink timelines

Problem Solving Team Members Needed Members

Teachers Instructional CoachesSPED personnel Intervention teachersCounselorsPrincipal or designee

Problem Solving Team Member Roles Chairperson

Which students will be discussed and in what order

Notify members Secretary

Note decisions made and generate parent letters

Timekeeper Keep discussions on track and timely

Data personPresent and explain graphs

Problem Solving Team’s Work

Match students with appropriate interventions

Select appropriate progress monitoring tools

Set measurable intervention goals Review progress monitoring data Make recommendations re: discontinuing,

continuing, modifying (smaller group or more time), or replacing intervention.

Send progress “reports” to parents on a regular basis

DOCUMENTATION!!!!

Implementation Consistency

Keys to Consistency DOCUMENTATION! Applies to all tiers and all components Walkthroughs Professional development Coaches General school culture and commitment to

outcomes and change as needed

THANK YOU!

gibbsdenise@aol.com

RTI for Middle and High School: Structures and Strategies for

Literacy Success (2009)www.LRP.com