Response to InterventionSupporting Schools and Students to Achieve SHERRI YBARRA, ED.S.,...
Transcript of Response to InterventionSupporting Schools and Students to Achieve SHERRI YBARRA, ED.S.,...
Supporting Schools and Students to Achieve
SHERRI YBARRA, ED.S., SUPERINTENDENT OF PUBLIC INSTRUCTION
Response to Intervention Alayna Knop M.Ed.
September 2019
11/13/2019
My Background
16 years in education
5 years as classroom teacher
4 years as academic interventionist
3 years as a RTI District Coordinator
3 years as District Dyslexia & Reading Specialist
4 years at ISDE as MTSS Coordinator
My Education
B.A. Sociology
National Board-ELA/Literacy EC-Middle Grades
M.Ed. Curriculum and Instruction
No matter what accomplishments you
make, somebody helped you.
-Althea Gibson Response to Intervention | 2
Today’s Objectives
1. Gain a deeper understanding of RTI
2. Review the components that make RTI effective
3. Learn how to find resources to support RTI
implementation
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RTIE Is not the pathway to Special Education
RTI is NOT the pathway to Special Education
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Mind blown
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Effect Size
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Most Effective Practices
2017 Ranking Chart
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An Important Distinction
RTIAn systematic framework that provides targeted instructional interventions matched to a specific student need utilizing data based decision making.
MTSS
A comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate databased instructional decision making. Taken from ESSA RTI vs MTSS Article
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Chart
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Response to Intervention
http://www.sde.idaho.gov/topics/rti/index.html
Multi Level Instruction
Data Based Decision Making
Leadership
Parent Involvement
Assessment
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Leadership Team
•Procedures and protocols
•Alignment to programs and processes within the school
•Professional Development
Effective Leadership Team Strategies
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Leadership For Learning Framework
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Leadership
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Idaho Comprehensive Assessment System
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Screening
• Informs core instruction
•Responsive to ALL students
•80% of students needs are met
This Photo by Unknown Author is licensed under CC BY-NC-ND
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Diagnostic
•Phonological Awareness
•Phonics
•Vocabulary
•Comprehension
•Fluency
•Operations and Algebraic Thinking
•Number and Operations in Base Ten
•Measurement and Data
•Geometry
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Progress Monitor
• Skill based progress monitoring
• Incudes a trend line
• Collection timeline depends upon tier level
This Photo by Unknown Author is licensed under CC BY-NC
• Administration of assessments becomes a part of the system
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Benchmark/Summative
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Computer Adaptive Idaho Reading Indicator
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Idaho Standards Achievement Test (ISAT)
Presentation Title | 19
Sample ELA: Grade 6
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Sample Math: Grade 6
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Cycle of Assessment
3rd
1st
4th
2nd
➢Progress Monitor
➢Screen
➢Benchmark
➢Diagnose
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Data Based Decision Making
1. Gather and analyze data
2. Set attainable goals
3. Determine frequency of data collection to monitor
progress
4. Collect and graph data
5. Analyze and make instructional decisions
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Planning for Early Literacy Intervention
1. School Level
2. Grade/Classroom Level
3. Student Level
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ISAT Reports-Proficiency
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ISAT Reports-Performance
Claim Level reporting informs core instruction at the school level
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ISAT Reports
Target level reporting informs core instruction at the grade level
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ISAT Reports (2)
Target level reporting informs core instruction at the grade level
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Multi-level Instruction
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Core Instruction
• Supports ALL students
• Core curriculum
• Sufficient for 80-90%
• Delivered whole class
• Includes small group differentiation
• Progress monitor with general probes 3 times per year
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Tier 2 Intervention
• Supports students struggling in 1 or more academic areas
• Instruction is delivered in small groups by the classroom teacher or intervention support teacher
• Instruction is in addition to core curriculum
• Progress monitoring is skill specific,NOT general probes
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Tier 3 Intervention
• Supports students struggling in Tier II small group intervention
• Instruction is delivered 1:1 or 1:2 by an intervention support teacher
• In addition to Tier II instruction
• Progress monitoring is skill specific,NOT general probes
• Data collection is weekly
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Movement
Movement through the tiers of instruction is a fluid process allowing student needs to be met!
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Digital Library
•The Digital Library resources include•Classroom activities• Tasks•Assignments• Lesson plans
The O3 Code
Research Time!
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Family and Community
• Involve families as soon as weaknesses are identified.
• Send assessment results home to parents
• Formalize the process for communicating with parents whose
students are involved in RTI
• Educate families about how RTI works
• Create a brochure outlining RTI in your school/district
• Give families strategies to help their children
• Host literacy and math nights that are interactive
http://www.schoolcommunitynetwork.org/
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Learning Opportunity Module 1: Response to Intervention (RTI) Overview
Module 2: Comprehensive Assessment System
Module 3: Tiered Interventions
Module 4: Intervention Design I– Elementary
Module 5: Intervention Design II – Elementary
Module 4: Intervention Design I– Secondary
Module 5: Intervention Design II– Secondary
Module 6: Family and Community Involvement
Module 7: Progress Monitoring
Module 8: Leadership
Module 9: Implementation Cycles within RTI Response to Intervention | 38
http://idahotc.com/Topics/N-Z/SPDG-Response-to-Intervention?folderId=4373
Fact or Fib
✓ RTI has 5 components.
✓ The principal does not participate in the leadership team.
✓ Data based decision making only happens at the classroom level.
✓ There are 4 parts to a comprehensive assessment system.
✓ RtI is the pathway to special education.Response to Intervention | 39
Supporting Schools and Students to Achieve
SHERRI YBARRA, ED.S., SUPERINTENDENT OF PUBLIC INSTRUCTION
Questions
Alayna Knop | ELA/Literacy Assessment Coordinator
Idaho State Department of Education
650 W State Street, Boise, ID 83702
208 332 6979
www.sde.Idaho.com
https://youtu.be/VrSUe_m19FY Motivation
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