RTI Pilot School Training North Platte Public Schools Student Learning, Student Achievement, Student Success

RTI Pilot School Training North Platte Public Schools Student Learning, Student Achievement, Student Success

RTI is a framework for service delivery High-quality instruction Intervention matches student need Progress monitoring (Tier 2 & 3) Data based decision making instructional changes goal changes

Research based teaching methods and interventions Tracking progress of students receiving interventions Data derived decisions Provide student with more intense interventions when progress is not adequate Consideration of additional resources through Special Education when student does NOT respond to intensive interventions

Validates the effectiveness of teaching Determines deficit areas immediately Teachers can set individual goals Determine progress at any time Provides data evidence of student growth Gives teachers the ability to track progress over time RTI and the Classroom Teacher Response to Intervention-A Guide for Every Teacher

Positive outcomes for schools, teachers and students More effective general education practices based on evidencebased instruction Differentiated instruction based on individual learning characteristics Closer link between assessment and instruction Improved behavioral and academic outcomes for all students. Fewer students incorrectly identified as learning disabled More collaborative links between general and special education Referral Evaluation Identification Process Current plan for Nebraska focuses on Reading K-6 Adoption of RTI plan by August of 2012

Core instruction provided to the entire class Universal screenings (DIBELS) or other curriculum based measurement (CBM s) probes Class wide Interventions Differentiated Instruction Peer Tutoring

Basic assessment process using short, quick and easy-to-administer probes that are aligned to the curriculum and measure basic academic skills. Screenings help identify early academic difficulties. Administered school wide to all students Brief, reliable, and valid DIBELS and AIMSWEB

Typically 3 times a year (Fall, Winter, and Spring) Benchmark data norms for the classroom, grade levels, schools and districts Effectiveness of the curriculum for most students, various subgroups, and individual teacher instruction Teachers can create their own CBM s by taking reading passage from actual text books, Math Probe Generator (online), and using story starters. Early numeracy probes available through Numberfly CBM Warehouse and Interventioncentral.org

Benchmark A minimum level, or threshold, of competence that is determined for a skill. The benchmark is usually defined as a level of proficiency needed for later school success. According to Middle of the Year DIBELS Reading Fluency norms, a 1 st grade student should be reading a minimum of 20 words per minute correctly to fall in the Low Risk Range. Baseline (starting point) Data collected prior to the initiation of an intervention This would probably be the first Benchmark scores of DIBELS/AIMSWEB probes, although not always. Ex. Johnny read 10 words per minute when given a Middle of the Year DIBELS 1 st Grade Reading Fluency probe. Prior to Jane taking the attention medication Strattera, she was on task 46% during group classroom activities. See RTI Laminated Handout in SAT Manual for more information

For example, more than 20 % of students are below mastery level School or district may need to consider changing how or what instruction is delivered Function of RTI, is to rule out curriculum before looking at a child for a source of learning difficulty. Universal screening is the primary tool to determine effective instruction delivery See D-14 Flow Chart for Evaluating Instruction, Curriculum and Environment

Take a few minutes to look at pilot school data per each building A kindergarten, 1 st, 2 nd, and 3 rd grade teacher from each school will name 1 strength about himself or herself and whether they are satisfied or unsatisfied with their data and core curriculum? Each principal will be asked what is their role on the SAT team/rti process and 1 strength about their school? Assign a recorder from each building Give responses to either Robyn or Tonya

Percentage at Benchmark 100 90 86 80 70 79 72 76 81 70 71 72 64 68 Proficient 60 59 59 50 2005-2006 2006-2007 40 2007-2008 30 20 10 0 Kindergarden 1st 2nd 3rd

Supplemental services targeting small groups of students that are at risk for academic or behavioral concerns Small group instruction that should be provided to no more than 3 to 5 students of the same ability Flexibility to move students from one group to another based on instructional need Progress monitoring data determines amount of assistance and methods/interventions Resource Teachers should not be providing Tier II interventions, instead utilize another classroom teacher, other supporting staff, or trained para educators Team determines if Tier II interventions occur within or outside of the classroom setting.

WHAT IS IT? Scientifically based practice used to assess students academic performance & behaviors continuously measure student performance growth provide objective data to evaluate the effectiveness of instruction and interventions DIBELS, AIMS, CBM s Classroom Observations BENEFITS More informed instructional decisions Documentation of student progress for accountability purposes High expectations for students by teachers Fewer special education referrals See Excell Graphs Made Easy for monitoring templates

Data is based upon the curriculum of the district Scores are compared against a student s individual progress instead of state or national norms Student s performance is compared against his or her own grade level peers Make instructional decisions at appropriate times rather than waiting for the gap to grow larger Continuous and direct tracking of a student s performance Highly sensitive to student growth Cost effective and efficient Graphed appropriately, it is easy to understand Parent & Teacher friendly

Creative/flexible scheduling to allocate time for small group instruction Creative uses of personnel resources (i.e., teaching styles, team teaching) 30 minutes of additional instruction at least 3 to 4 times per week Prescribed supplemental instruction with assigned timelines Documented progress monitoring weekly or at least bi-weekly I ve DIBEL d, Now What? CBM Warehouse Applications of CBM

Match curricular materials and instructional level Teacher changes modes of task presentation Visual Auditory Tactile Multi Cue work habits and organizational habits Modify direct instruction time Modify guided and independent practice Ensure optimal pacing Increase task structure Directions Comprehension checks Feedback Increase opportunities to engage in active academic responding, such as writing, reading aloud or answering questions in class Decrease group size Increase the amount and type of cues and prompts Intervention Central

Research based provides reliable and valid data across multiple research studies. Has been accepted in peer review journals Proceedures are clearly described so that the study can be replicated Online websites for research based articles Highbeam http://www.highbeam.com/ Questia http://www.questia.com/index.jsp Google Scholar http://scholar.google.com/ John Hopkins Evidence Encyclopedia Bestevidence.org Florida Center on Reading Research Fcrr.org Core Reading Sourcebook Corelearn.com Savvy s Teacher s Guide nppsd website/special services

INTERVENTIONS A designed changed in the manner and/or degree in which the student is being instructed. Acquisition or an improvement of a skill occurs Can address academic and behavioral needs Student s response to intervention can be measured and monitored SUPPORTS Meaningful parent involvement Positive and supportive teacherstudent and peer relationships School counseling and/or outside agency counseling Medical/health services Study skills and test taking strategies Behavior Contracts Curriculum Modifications Homework Clubs Special Education Services Speech Resource Behavior Program

Students who exhibited academic difficulties and progress to grade level Students who exhibited behavioral challenges and meet their goals Decision making is based on data through progress monitoring may include classroom observations (See time on task observation sheet) Student moves back to Tier 1 or moves up to Tier 3 Best practice of decision rules is at least 6 to 8 data points past a Benchmark or Starting Point Right now we require only 4 data points past Benchmark and 1 intervention See Referral Procedure Intervention graphs for more information

Core instruction plus twice the amount of time in intervention Student requires instruction that is more explicit, more intensive, and specifically designed to meet their individual needs and tailored to their specific individual student learning targets or goals Typically in a one to one setting or no more than a 3:1 student teacher ratio

Specialized teacher or a reading coach Main differences between Tier 2 or Tier 3 are not necessarily new interventions Frequency, duration of the intervention and increased level of progress monitoring requirements. So instead of 30 minutes a day, intervention time may increase to 1 hour a day or 2 half-hour sessions per day. Ideal progress monitoring should occur twice a week at Tier 3 Length and intensity of the intervention depends on student response to intervention

See form 111c SAT meeting Agenda

WHY? HOW? Meaningful and effective parental family involvement is critical to student progress and required by both NCLB and IDEA. Parents must be informed that RTI is not another categorical system that students must progress through to become illegible for special education services RTI does not override parental rights under IDEA RTI is a comprehensive service delivery model to meet the needs of all students. RTI Action Network website Dissemination of written materials explaining RTI Formal or informal presentation to the PTA Brief overview at parent/teacher conferences Vital that parents be informed and involved especially when their student is in Tier 2 Intervention Plan or other SAT forms including data graphs

Robyn Henke 696-3310 rhenke@nppsd.org Tonya Townsend 696-3310 ttownsend@nppsd.org RTI and the Classroom Teacher from LRP

Intervention Central http://www.interventioncentral.org/ Direct link for other resources http://www.nde.state.ne.us/ciptoolkit/instructi onalstrategies/resources_districtschoolbased.html RTI and the Classroom Teacher from LRP

Student Progress Monitoring http://www.rti4success.org/images/stories/pdfs /whatcanido-english.pdf School Examples http://www.rti4success.org/images/stories/rti Manual/rtimanualsection5schoolexamplesstuden%20casestudiesresearchexamples%20.pdf RTI and the Classroom Teacher from LRP

RTI Action Network http://rtinetwork.org/?gclid=cju2neuo_jqcfs XNIgodHG20qQ Implementing RTI http://www.rtinetwork.org/forums/webcasts/rrwebcast-060908.htm RTI Webinar http://www.rtinetwork.org/professional/forum s/june-2008 RTI and the Classroom Teacher from LRP