Response to Intervention: You re Up and Running, But How Do You Sustain This Educational Movement?

Presented by Joe Cline, Educational Consultant thecountry4748@msn.com HOW TO SUSTAIN THE RTI MODEL Educational History 1997 3 rd Grade Test Scores 25th %ile 1998 Larry Lazot Site Based Management Training & Team Development - Early Literacy Intervention Training 1998 1999 Teacher Leadership Academy 1999 Gained an Instructional Leader 2000 Co-chair in the Development of School Improvement Teams 2001 School-Wide Title I Process/Curriculum Mapping 2003 Reading First 2004 Building Literacy Coach 2004 2007 Response To Intervention 2007 3 rd Grade Test Scores 80th %ile, Outstanding Title I School Award 2011 3 rd Grade Reading Scores 84th %ile, Math Scores 83rd %ile www.warren.k12.in.us Hawthorne School GOALS FOR THIS SESSION Are We All On The Same Page? Collaboration Does Your School Have It? Getting Back To Basics Surveys/Questionnaires Speak Volumes Book Reads Keep The Masses Focused Intervention Research Analyze This A Student Scenario For Your Staff 1

ARE WE ALL ON THE SAME PAGE Why Is Response To Intervention A Good Thing? What Does It Replace? What Are The Roots of RTI? How Long Does It Take To Fully Implement The RTI Model In A K-5 Building? Do Parents Have A Role In The RTI Model? COLLABORATION DO YOU HAVE IT? Why Is Staff Collaboration An Integral Part Of RTI? What Is Your Role in the Collaboration Building Process? What Collaboration Building Activities Have You Been Involved With In Your School? What Do You Do With Those Staff Members Who Refuse To Work In A Collaborative Setting? COLLABORATION SABOTEURS WHAT CAN YOU DO? Brock, B., Grady, M. (2009). From Difficult Teachers to Dynamic Teams. Thousand Oaks, CA: Corwin Press. 2

GETTING BACK TO BASICS Are You Provided With A Fact Sheet To Be Completed On Each Student For The Following Areas? Medical History Educational DATA History Past RTI Information (if applicable) Past Grades Interest Survey Past Pertinent Teacher Information Parent Communication/Information SURVEYS/QUESTIONNAIRES SPEAK VOLUMES Whitten, E., Esteves, K., Woodrow, A. (2009). RTI Success Proven Tools and Strategies for Schools and Classrooms. Minneapolis, MN: Free Spirit Publishing. GETTING BACK TO BASICS Are You Working Within A Schedule Conducive To The RTI Model with Adequate Intervention Times? Do You Have Adequate Staff Development Throughout The Year? And if so, how does that occur? 3

SURVEYS/QUESTIONNAIRES SPEAK VOLUMES Do You Feel That Your Fellow Staff Members Understand The RTI Model? What About New Staff Members? Can You Name All Of The Current Intervention Tools Used By The Staff? Do you know where to find them? Do You Understand The Intervention Processes? Can You Name The Specific Progress Monitoring i Tools Used By Your Fellow Staff Members? Do you know where to find them? Do You Know If The Current Intervention Tools and Assessments Are Meeting Your Current Student and Fellow Staff Needs? Do You Feel That The Current Staff Development Is Effective? How Does The Parent Population Stay Informed About The RTI Model As It Is Currently Used In Your Building? BOOK READS KEEP THE MASSES FOCUSED Are You And Your Fellow Staff Members Involved In Book Reads Two To Three Times Per Year? Hasbrouck, Jan (2010). Educators as Physicians Using RTI Data for Effective Decision-Making. www.gha-pd.com. Bender, W & Shores, C (2007). Response To Intervention-A Practical Guide for Every Teacher. Thousand Oaks, CA: Corwin Press. BOOK READS KEEP THE MASSES FOCUSED Are You And Your Fellow Staff Members Involved In Book Reads Two To Three Times Per Year? Weekly Chapter Book Discussions..Promoting Staff COLLABORATION Byham, William C. ( 1992). Zapp! In Education. New York, NY: Fawcett Books. 4

Standard Protocol Scenario I Perla, a 3 rd grader, can decode and has no phonemic issues but her fluency levels and comprehension levels were in the 20th %ile compared to other students at her grade level. Perla had been using Open Court Reading for her first three years, which is research based The reading specialist, Dr. Drako, and Mrs. Drewry recommended continuing Open Court, but to also using a CBM measurement with two minute reads for the next six week period. Tier I intervention With reading specialist observations and progress monitoring, there was little gain 30 wcpm. Dr. Drako, the reading specialist, recommended to Mrs. Drewry that Perla begin a tier II intervention using Read Naturally (Read Naturally, Inc., 2006, St. Paul, MN). The curriculum had been scientifically validated and approved for RTI intervention. Perla used the software version of Read Naturally for 6 weeks. Perla s fluency levels went from an average of 30 wcpm to 45 wcpm, and her comprehension scores went from 3 5 questions correct to 9 10 questions correct. Perla did not manifest a learning disability; rather, she needed an intervention and a reading program that addressed her reading deficits more directly than Open Court Reading. Dr. Drako made two classroom observation during Open Court Reading instruction and tier II observations. (Without a Reading Specialist in the building, this becomes the responsibility of the Principal.) Bender, W. N. and Shore, C. (2007). Response to Intervention A Practical Guide for Every Teacher. Thousand Oaks, CA: Corwin Press. 5

BOOK READS KEEP THE MASSES FOCUSED Are You And Your Fellow Staff Members Involved In Book Reads Two To Three Times Per Year? Weekly Chapter Book Discussions..Promoting discussions on behavior issues Anderson, Laurie Halse, (2003). Speak. New York, NY: Penguin Putnam Inc. BOOK READS KEEP THE MASSES FOCUSED Are You And Your Fellow Staff Members Involved In Book Reads Two To Three Times Per Year? Weekly Chapter Book Discussions..Promoting discussions on behavior issues Brown, Jennifer, (2010). Hate List. New York, NY: Little, Brown and Company. BOOK READS KEEP THE MASSES FOCUSED Are You And Your Fellow Staff Members Involved In Book Reads Two To Three Times Per Year? Weekly Chapter Book Discussions Bookmark k Book Talks Kouzes, James M. & Posner, Barry Z. (1997). The Leadership Challenge. San Francisco, CA: Jossey-Bass Publishers. 6

BOOK READS KEEP THE MASSES FOCUSED Are You And Your Fellow Staff Members Involved In Book Reads Two To Three Times Per Year? Weekly Chapter Book Discussions Bookmark k Book Talks Recorded Text BOOK READS KEEP THE MASSES FOCUSED Are You And Your Fellow Staff Members Involved In Book Reads Two To Three Times Per Year? Weekly Chapter Book Discussions Bookmark Book Talks Recorded Text Summer Reads Miller, Debbie. (2008). Teaching With Intention: Defining Beliefs, Aligning Practice, Taking Action, K-5. Portland, Maine: Stenhouse Publishers. INTERVENTIONS RESEARCH Intervention Research Committee Summer Pair/Share School Visits Educational Conferences 7

ANALYZE THIS A STUDENT SCENARIO ANALYZE THIS A STUDENT SCENARIO Chris is a 3rd grader. Chris reads a word at a time and does not comprehend 3rd grade material. Chris is easily frustrated. Big words cause him to shut down. Following The RTI Model What Do You Do? ANALYZE THIS A STUDENT SCENARIO Initial Assessment. DRA or Running Record.Reads at a 2.0 Instructional level Tier I Monitoring of Core Program growth in site words. Not acquiring sight words as compared to other classmates Benchmark Assessment. Chris falls in the 39th %ile when compared to other students at grade level on National Fluency Norms. Following The RTI Model What Do You Do? 8

ANALYZE THIS A STUDENT SCENARIO RFBA Teacher Reports Student details ANALYZE THIS A STUDENT SCENARIO Analysis of 40 words during 3- passage assessment.missed 14 r- controlled vowel words and 3 diphthongs. Phonics Diagnostic Assessment.failed assessment in the diagraph & diphthong categories Following The RTI Model What Do You Do? ANALYZE THIS A STUDENT SCENARIO Chris needs an intervention in Fluency but what? Chris needs an intervention in Phonics but what? Following The RTI Model What Do You Do? 9

ANALYZE THIS A STUDENT SCENARIO Progress Monitoring using a Tier II intervention Establishing an aim line of expectation ti WCPM 90 Chris 80 70 60 50 40 30 weeks 0 2 4 6 8 10 12 14 16 18 20 Change Instruction Change Instruction ANALYZE THIS A STUDENT SCENARIO Fall Benchmark Results WCPM = 60 National % = 39 50% = 71 WCPM Winter Benchmark Results WCPM = 85 National % = 43 50% = 92 WCPM RFBA Spring Report Is Chris making progress? 15

QUESTIONS Thank You for attending. Please turn in the evaluation. For follow-up questions contact me at: thecountry4748@msn.com or contact Read Naturally for product information at: 1-800788-4085. 19

Bibliography Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Borenstein, M., & Rothstein, H. (1999). Comprehensive meta-analysis: A computer program for research synthesis. Englewood, NJ: Biostat. Davidson, M., Blake, G., & Towner, J. (1998). Findings from the second-grade reading testing pilot program. Bellingham, WA: Applied Research and Development Center, Western Washington University. Davidson, M., Myhre, O., & Towner, J. (1999). Victory 1000 final report: Phases I, II, and III. Bellingham, WA: Applied Research and Development Center, Western Washington University. Davidson, M., Stage, S., & Towner, J. (1999). Second grade testing follow-up study. Bellingham, WA: Applied Research and Development Center, Western Washington University. Davidson, M., & Towner, J. (2001). The reliability, validity, and applications of oral reading fluency measures. Paper presented at the meeting of the Society of the Scientific Study of Reading, Boulder, CO. Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, C., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22(1), 27 48. Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239 256. Hasbrouck, J., & Tindal, G. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636 644. Heistad, D. J. (1998). A district-wide, individually administered oral reading assessment in first grade: Technical adequacy and standards-based reporting. Paper presented to American Education Research Association Annual Conference, San Diego, CA. Jenkins, J. R., Zumeta, R., Dupree, O., & Johnson, K. (2005). Measuring gains in reading ability with passage reading fluency. Learning Disabilities Research and Practice, 20(4), 245 253. Marston, D., & Magnusson, D. (1985). Implementing curriculum-based measurement in special and regular education settings. Exceptional Children, 52(3), 266 276. Towner, J., Davidson, M., & Howell, K. (2001). Evaluating an oral reading fluency cut-score to identify second grade children who are at risk for reading failure. Bellingham, WA: Applied Research and Development Center, Western Washington University. Trummer, W. E., Herriman, M. L., & Nesdale A. R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134 158. Walsh, D. J., Price, G. G., & Gillingham, M. G. (1988) The critical but transitory importance of letter naming. Reading Research Quarterly, 23, 108 122. Copyright 2011 Read Naturally, Inc. Presentation Packet 20 Read Naturally's Reading Assessments

Bibliography Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Borenstein, M., & Rothstein, H. (1999). Comprehensive meta-analysis: A computer program for research synthesis. Englewood, NJ: Biostat. Davidson, M., Blake, G., & Towner, J. (1998). Findings from the second-grade reading testing pilot program. Bellingham, WA: Applied Research and Development Center, Western Washington University. Davidson, M., Myhre, O., & Towner, J. (1999). Victory 1000 final report: Phases I, II, and III. Bellingham, WA: Applied Research and Development Center, Western Washington University. Davidson, M., Stage, S., & Towner, J. (1999). Second grade testing follow-up study. Bellingham, WA: Applied Research and Development Center, Western Washington University. Davidson, M., & Towner, J. (2001). The reliability, validity, and applications of oral reading fluency measures. Paper presented at the meeting of the Society of the Scientific Study of Reading, Boulder, CO. Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, C., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22(1), 27 48. Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239 256. Hasbrouck, J., & Tindal, G. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636 644. Heistad, D. J. (1998). A district-wide, individually administered oral reading assessment in first grade: Technical adequacy and standards-based reporting. Paper presented to American Education Research Association Annual Conference, San Diego, CA. Jenkins, J. R., Zumeta, R., Dupree, O., & Johnson, K. (2005). Measuring gains in reading ability with passage reading fluency. Learning Disabilities Research and Practice, 20(4), 245 253. Marston, D., & Magnusson, D. (1985). Implementing curriculum-based measurement in special and regular education settings. Exceptional Children, 52(3), 266 276. Towner, J., Davidson, M., & Howell, K. (2001). Evaluating an oral reading fluency cut-score to identify second grade children who are at risk for reading failure. Bellingham, WA: Applied Research and Development Center, Western Washington University. Trummer, W. E., Herriman, M. L., & Nesdale A. R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134 158. Walsh, D. J., Price, G. G., & Gillingham, M. G. (1988) The critical but transitory importance of letter naming. Reading Research Quarterly, 23, 108 122.Bender, W.N. & Shores, C. (2007). Response to Intervention-A Practical Guide for Every Teacher-. Thousands Oaks, CA: Corwin Press. 21

Other References Buffum, A., Mattos, M. & Weber, C. (2009). Pyramid Response to Intervention. Bloomington, IN: Solution-Tree press. Byham, W.C. (1992). Zapp! In Education. New York, NY: Ballantine Books press. Cunningham, P.M. & Allington, R.L. (1994). Classrooms That Work. New York, NY: Harper Collins. Danielson, C. (1996). Enhancing Professional Practice A Framework for Teaching. Alexandria, VA: ASCD Publication. Fogarty, R. (1995). Best Practices for the Learner-Centered Classroom. Arlington Heights, IL: Skylight Publishers. Harper A. & B. ((1999). Skill-Building For Self-Directed Team Members. New York, NY: MW Corporation. Harvey, S. & Goudvis, A. (2000). Strategies That Work. Portland, Maine: Stenhouse Publishers. Hasbrouck, J. (2010). Using RTI Data for Effective Decision-Making Educators as Physicians. Wellesley, MA: Published by Gibson Hasbrouck & Associates. Kouzes, j.m. & Posner, B.Z. (1997). The Leadership Challenge. San Francisco, CA: Jossey-Bass Publishers. Lipson, M.Y. & Wixson, K.K. (2010). Successful Approaches to RTI. IRA publishers. Mellard, D.F. & Johnson, E. (2008). RTI A Practitioner s Guide to Implementing Response to Intervention. Thousands Oak, CA: Corwin Press. Wong, H. & R. (1998). How To Be An Effective Teacher The First Days Of School. Mountain View, CA: Harry K. Wong Publications. Websites to evaluate Intervention Tools http://www.fcrr.org http://reading.uoregon.edu/curricula/or_rfc_review_2.php http://www.nctm.org http://www.k8accesscenter.org http://www.w-w-c.org 22

Response To Intervention Presentation Evaluation Position (Check all that apply) Title 1 Teacher ELL/ESL Teacher Classroom Teacher Reading Recovery Teacher Spec. Ed Teacher Administrator Other Students You Serve (Check all that apply) K-3 4-6 7-9 10-12 Adult Reactions to the Response To Intervention Presentation 1. How would you rate this presentation? (Poor) 1 2 3 4 5 (Excellent) Comments 2. How much information did you gain that you can use in your work? (None) 1 2 3 4 5 (Excellent) Comments 3. How can I improve this workshop? Provide name and address if you are interested in follow-up information on RTI: Name School Name School Address City State Zip School Phone ( ) Home Phone ( ) Home Address City State Zip Email 24