The Core Components of RTI

Transcription

1 The Core Components of RTI Sponsored by WDE Mountain View Middle School January 17, 2014 Wayne A. Callender Copyright Topics for the Day Why RTI? The School-Wide or Systems approach to RTI (with emphasis on establishing it in small, rural schools) What Are Healthy Systems Setting up Systems Research-Based/Validated Interventions (what makes a good intervention, where do you find them, examples) Using data to evaluate Response to Intervention and for guiding decision making Team Planning - complete an Action Plan 1 Wayne Callender

2 Who Will Graduate High School? On-Track Indicator metric to determine the likelihood a student will graduate HS Freshman year is KEY: students that earn at least five credits and get no more than one F are 3.5 times more likely to graduate than those with more than one F. Consortium on Chicago School Research Devastating Freshman Year One Semester F decreases the likelihood of graduating from 83% to 60% Two Semester Fs decreases the likelihood to 44% Three Semester Fs during Freshman year = 31% chance of graduating Students must enter prepared or receive immediate and effective support! 2 Wayne Callender

3 Predicting Course Failure Factors that Predict Course Failure Poor reading in 8 th grade predicts course failure students in the lowest quartile are 3.5 times more likely than students in the NEXT highest quartile of reading (Alliance for Excellent Education, 2007) Consider Students in the lowest 25 percent of their class in reading are 20 times more likely to drop out then the other 75 percent (U.S. DOE, 2003) More 7,000 students drop out of high school every school day 75% end up incarcerated. (Alliance for Excellent Education) 3 Wayne Callender

4 In Fact 70 percent of prisoners in state and federal systems can be classified as illiterate. 85 percent of all juvenile offenders rate as functionally or marginally illiterate. 43 percent of those whose literacy skills are lowest live in poverty. Source: National Institute for Literacy Struggling Kids (Math) Nine-year-olds with math difficulties have, on average, a first-grade level of math knowledge. Experts estimate that for every two years of school, children with math difficulties acquire about one year of mathematical proficiency. Children with math disabilities often reach a learning plateau in seventh grade, and acquire only one year's worth of mathematical proficiency in grades seven through twelve. 4 Wayne Callender

5 When students struggle, how often do we assume it s a student problem? Special Education: Statistics of Interest 60% all students in special education are those with specific learning disabilities Up to 80% of SLD students are there because they haven t learned to read. Students in Special Education: Have less exposure to regular ed. curricula and have fewer regular ed. friends Academic achievement is no better than like, non-identified peers Few students in special education ever close the achievement gap, even fewer exit. Placement in Special Education is a life altering event» President s Commission on Excellence in Special Education (2002) 5 Wayne Callender

6 Moving Forward Understanding How Our Existing Systems May Be Part of the Problem Systems Change Systems What s Different? A School-Wide Approach proactive rather than re-active A tiered approach that makes sense no waiting periods or qualifying for help A Sensible Assessment Plan fewer assessments used for decision making Intervention Sequences no quick fixes and less reliance on intervention strategies Focus on Effective Systems rather than Defective Kids 6 Wayne Callender

7 What Makes an Effective System? One: The School has a well thought out plan for supporting students according to their needs one size does not fit all. Two: Supports are pre-arranged and highly efficient Three: Supports are highly effective they work for the majority of students at each level What Intervention? Based on level of support and deficit indicated TIER I BENCHMARK Core Coursework/Standards TIER 2 STRATEGIC Supplemental program/instruction according to specific skill deficits Below the 40 th percentile less than 2 years behind TIER 3 INTENSIVE Comprehensive Intervention program Below 20 th percentile two or more years behind 7 Wayne Callender

8 Success Zone Probabilities GREEN High probability of grade-level or above success YELLOW Questionable probability of grade-level or above success RED Low probability of grade-level or above success Re-Thinking the Pyramid Support Requirements May Vary from School to School Align Supports to Need Reading Reading % _10_ INTENSIVE % _55_ INTENSIVE STRATEGIC % _18_ % _10_ STRATEGIC BENCHMARK % 72_ % _35 BENCHMARK School A School B 8 Wayne Callender

9 Systematic? Contrasting Approaches School A: (School-Wide Approach) Students screened Support aligned to student needs and immediate Support pre-arranged structured for success Monitoring system evaluates effectiveness of supports Pre-established goals must be met Focus is to assure Effective Systems School B: Struggling students identified for support over time by teachers Support often a one size fits all or require students to qualify Plan for support is reactive Limited use of monitoring and specific to students Goal is time oriented Limited or no evaluation of systems Elementary 1 Unhealthy System Are we hospitals where only healthy patients live? K Benchmark %: Strategic %: Intensive %: Median at each Risk Level Mean at each Risk Level B = 71% 70% S = 13% 15% I = 14% 14% 9 Wayne Callender

10 Elementary 2 Healthy Systems K Benchmark %: Strategic %: Intensive %: Median at each Risk Level Mean at each Risk Level B = 69% 62% S = 19% 20% I = 12% 17 % How Well Is Your System Working? 10 Wayne Callender

11 Turn to a Partner Does your school have a clearly defined protocol for intervention and supports? Is there alignment of interventions from grade to grade, school to school? From the information presented, what changes would you recommend for your school? 11 Wayne Callender

12 Walk to Read First Grade Walk to Read Small School Second Grade 12 Wayne Callender

13 Master Schedule Using Modified Joplin Plan Secondary School Schedule 13 Wayne Callender

14 ~5% ~15% The Middle and High School Problem: ONLY TIER 3 Programs That Often Don t Provide What Students Need - Weak Tier 3 Interventions Content Area Tutoring Help with Homework Alternative Content Area Courses (Often Taught by Non-Credentialed Persons) - No Tier 2 Options ~80% of Students - Little Attention to Tier I Improvement of Teacher Effectiveness Make a Distinction: Support vs. Intervention Support: designed to provide general assistance (help with homework, further explain a concept, opportunity for additional practice, etc.) Intervention: designed to improve a specific skill or sets of skills 14 Wayne Callender

15 Intervention. Use a Scientifically Validated Approach Investigate the research base of your programs and interventions Identify sources of information for evaluating effectiveness of programs Know your own context and needs Match interventions with student needs (benchmark, strategic and intensive) Monitor the extent to which they are effective Change ineffective programs and strategies Scientifically Validated vs. Research-Based Research Validated: Studies that have carefully controlled implementation of practices or programs to show that the program has resulted in an increase of students skills when compared to another instructional approach. Research-Based: Based on the general science, such as the five big ideas that have been identified for reading by an extensive review of the research to be critical in reading development. 15 Wayne Callender

16 Where Can I Find Rigorous Research on Reading Programs and Interventions? IES Regional Educational Laboratory Program What Works Clearinghouse (WWC) Center on Instruction Best Evidence Encyclopedia National Center on Response to Intervention To be Clear Intervention CANNOT be Optional Reinforce the notion we are obligated to provide intervention Advertise what interventions are offered and why Don t ask for permission; can t opt out Explain how interventions work, long-term investment, what students will be able to do as a result; intervention internships? Must get buy-in of partents, older students intervention is not something we do to them 16 Wayne Callender

17 Assisting Students Struggling in Reading and Mathematics Improved Core programs in reading and mathematics (match to your population) Improved instruction within the Core could reduce the need for intervention (e.g., Enhancements). Targeted intervention aligned to the needs of Tier II students (make up for weaknesses in the Core) Replacement Core for Tier III students What does Science Say Addressing Struggling Readers? What: Reading Instruction is based on the science of reading- the five big ideas that have been identified by an extensive review of the research to be critical in reading development. National Reading Panel How: Effective instructional strategies (explicit instruction, modeling, scaffolding, multiple opportunities to respond, systematic error correction). Kavale (2005), 17 Wayne Callender

18 Tier II vs. Tier III Tier II Interventions percentile Targeted skills In addition to core math class Embedded within class or additional period per day Tier III Interventions Below 20 th %ile Comprehensive focus Often in place of core math class Use of published intervention programs What We Know about Intervention Essential instructional features for meeting intensive student needs - Highly controlled vocabulary - Highly decodable text - Seeks to minimize confusion - Each lesson contains 10% new information - Hear it, see it, say it I do, we do, you do 18 Wayne Callender

19 Intervention cont. - Multiple repetitions - Guided/Controlled opportunities for practice - Constant checks on mastery - Scaffold learning - Corrective and immediate Feedback - Additional modeling, repetitions - 5 MORES when necessary Select Appropriate Reading Programs Grade K-6 (Examples) Core Programs Open Court Houghton Mifflin Nation s Choice Reading Mastery *PA = Phonemic Awareness *P = Phonics *F = Fluency *C = Comprehension *V=Vocabulary Supplemental Program Road to the Code PA Read Naturally F Quick Reads-F Phonemic Awareness in Young Children PA Ladders to Literacy PA SIPPS P PALS P Lindamood Bell PA, P Wilson PA, P Language for Learning (k-1) V Language for Thinking (2-4) V, C Intervention Programs Early Reading Intervention (K-1) PA, P Reading Mastery PA, P, F, C Reading Mastery Plus PA, P, F, C, V Horizons PA, P, F, C Read Well (K-1) PA, P, F, C, V Waterford Levels PA, P, F, C, V(1-2) Corrective Reading: (3rd and above) PA, P, F, C 19 Wayne Callender

20 Reading Mastery Signature Edition Reading Mastery Signature Edition Grades K-5 Use Direct Instruction to help students develop into fluent, independent, and highly skilled readers with Reading Mastery Signature Edition. Used in thousands of schools across the country, Reading Mastery has been a successful reading intervention program with a wide range of students, including significantly at-risk populations, for more than 35 years. Flexible and comprehensive, the Signature Edition greatly expands and refines instruction found in previous editions, appropriate for use as a supplemental intervention program or a comprehensive core reading program. Features: Emphasizes the essential elements of reading phonemic awareness, phonics, fluency, vocabulary, and comprehension Features a solid instructional design that breaks learning into manageable steps that all students can master Provides finely tuned, fast-paced lessons that keep instruction focused and students actively engaged Gives students ample opportunities to practice and apply skills and concepts, and to extend learning Incorporates frequent assessments to track progress and trigger remediation Language for Learning The research-proven content of Language for Learning is based on analyses of the words, concepts, and sentence structures that are used for teaching, as well as an analysis of the directions and content of textbooks and other instructional materials in grades K-2. Features and Benefits: Carefully organized sequences of daily exercises assure varied and thorough instructional delivery. Detailed and easy-to-follow teacher materials maximize instructional time spent with students. Additional resources such as picture cards, skills folders, and support for ELL students extend the program s effectiveness to a wide range of young learners. Comprehensive tools for performance management, tracking, and assessment promote consistent achievement for all students in the program. A Fast Cycle option allows advanced students to move through the program at an accelerated rate to match their capabilities. With the addition of technology based resources for both student instruction and professional development Language for 20 Wayne Callender

21 Model of Reading Programs Grade 4-12 Supplemental/Intervention Programs REACH ** Corrective Reading Reasoning and Writing Morphographic Spelling Read 180 plus SIPPS ** Corrective Reading ** Lindamood-Bell Language! ** Wilson Rewards High Point **Intervention Program Intensive Reading Intervention 21 Wayne Callender

22 Intermediate and Secondary Reading Interventions Essentials for Algebra Engelmann, S., Kelly, B., & Engelmann, O. (2008). Essentials for Algebra: A Direct Instruction Approach. Columbus, OH: SRA. 22 Wayne Callender

23 Wayne s Biased Intervention List - Elementary Comprehensive Reading Interventions: 1. Reading Mastery Signature Edition (SRA) 2. Horizons (SRA) 3. Early Intervention in Reading (SRA) 4. Read Well (Sopris West) Strategic Reading Interventions: 1. Phonics for Reading (Curriculum Associates) 2. Rewards Intermediate (Sopris West) advanced decoding 3. Language for Learning/Thinking (SRA) language skills 4. Six Minute Solution (Sopris West) - fluency Math: 1. Connecting Math Concepts (K-8) 2. Corrective Math Wayne s Biased Intervention List - Secondary Comprehensive Reading Interventions: 1. Reach (Corrective Reading, Reasoning and Writing, Morphographic Spelling) 2. Language! 3. Read The Reading Edge 5. Wilson Reading Strategic Reading Interventions: 1. Rewards (Multi syllable decoding) 2. Read to Achieve (comprehension strategies) Math: 1. Essentials for Algebra 2. Corrective Math 3. Trans Math 23 Wayne Callender

24 Older Struggling Readers: What Works? Review of Feldman s Biased Bibliography 1. Corrective Reading 2. Language! 3. Wilson Reading System 4. Auditory Discrimination in Depth (LIPS Program Linda Mood-Bell) 5. Boys Town Reading Program 6. Rewards and Rewards Plus Social Studies/Science 7. SIPPS (Systematic Instruction in Phonemic Awareness, Phonics, & Sight Words 8. Read Naturally 9. Soar to Success 10. High Point (ELL w/serious literacy needs) 11. Fast Track 12. The 6 Minute Solution Assessments that Inform Instruction 1. Screening Assessments: assessments used to identify students in need of instructional support 2. Diagnostic Assessments: Assessment conducted when more in-depth analysis of a student s strengths and weaknesses is needed to guide instruction 3. Progress Monitoring Assessments: Assessment conducted a minimum of three times a year or on a routine basis (i.e., weekly, monthly, or quarterly) using comparable and multiple test forms to (a) estimate rates of student improvement, (b) identify children who are not demonstrating adequate progress and therefore require additional or different forms of instruction, and/or (c) compare the efficacy of different forms of instruction for struggling readers and thereby design more effective, individualized instructional programs for those at-risk learners. (adapted from Institute for the Development of Educational Achievement, 2003) 24 Wayne Callender

25 Outcomes Driven Model for RTI Decisions ODM Step Decisions/Questions Data 1. Identify Need 2. Validate Need Are there students who may need support? How many? Which students? Are we confident that the identified students need support? Screening data (Benchmark data) Diagnostic assessment data and additional information as needed 3. Plan and Implement Support 4. Evaluate and Modify Support 5. Evaluate Outcomes What level of support for which students? How to group students? What goals, specific skills, curriculum/program, instructional strategies? Is the support effective for individual students? As a school/district: How effective is our core (Tier I) support? How effective is our supplemental (Tier II) support? How effective is our intensive intervention (Tier III) support? Diagnostic assessment data and additional information as needed Progress Monitoring data and formative evaluation Outcome Assessment information (Benchmark data) Purpose of Assessment Screening Diagnostic Progress Monitoring Method of Assessment CBM Functional Assessment CBM/In-program Testing 25 Wayne Callender

26 CBM/DIBELS is Useful in Making and Confirming These Decisions It is time efficient, accurate, and provides reliable and valid information. Provides information relevant to the four purposes of assessment. It links to intervention goals for students with direct service needs. It links to frequent progress monitoring for students with direct service needs. Introducing easycbm easycbm is a free screening and progress monitoring system Provides math assessments based on the NCTM Focal Point Standards in Mathematics Provides a variety of reading assessments based on the National Reading Panel s recommendations for literacy assessments Reading measures: reading comprehension, passage reading fluency, word reading fluency, letter names, letter sounds, phoneme segmenting 26 Wayne Callender

27 easycbm Math Number and Operations Geometry Measurement Number, Operations and Algebra Algebra Number, Operations and Ratios Reading Letter Naming Letter Sounds Phoneme Segmenting Word Reading Fluency Reading Comprehension Passage Reading Fluency Vocabulary DATA BASED DECISION MAKING Using Assessment for Instructional Decisions Screening (revisit) Diagnostic Progress Monitor 27 Wayne Callender

28 Establish Diagnostic Protocols: Use Functional Academic Assessments and Placement Tests 1. FAAs Are Informal Brief Used to evaluate academic skills 2. FAAs Especially useful with strategic level students 3. Intensive Students are given Program Specific Placement Tests 4. Often do not require parental consent examine purpose: Phonics Screener 28 Wayne Callender

29 Purpose of Assessment Screening (revisit) Diagnostic Progress Monitoring Method of Assessment Benchmark Testing Functional Assessment CBM & In-program Testing Monitor Instructional Groups Group A Student weekly growth:.5 cwpm Instructional Group Average weekly growth:.5 cwpm Group B Student weekly growth:.5 cwpm Instructional Group Average weekly growth: 1.75 cwpm Fien, Wayne Callender

30 Useful Format to Guide Data Meetings 5 Mores More explicit, direct instruction More modeling More practice with. More feedback More time 30 Wayne Callender

31 Fall Benchmark rd Grade Intensive Strategic Benchmark KT GN LM GW EP JB SS wl JM WP CC CP DL MB JS PN RV LA EP MW JT BL RH JC JM CM GC EK LS JEM HH DC LB DM NC SZ MP TH JG TC SC LL RW GB BJ CT Effective Systems Must be the Priority Celebrate Success, but hold schools/grades accountable Wayne Callender When we know better we do better. - Maya Angelou 31 Wayne Callender