Presentation on theme: "Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation"— Presentation transcript:
1Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation STUDENTSUCCESSRtISPEDDr. Denise P. Gibbs, DirectorAlabama Scottish Rite FoundationLearning Centers
2This 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.
3Alabama’ RTI Framework Two documents for download at alsde.edu (special links)Response to Instruction: Alabama Core Support For All StudentsA Problem Solving Team Process
4Questions from SPED Coordinators Screening questionsWhat are some examples of universal screeners?What areas must be screened?When do you screen?
5Screening: What and When Screen basic math and reading skillsFor K-3 students, ALL students should be screened 3 times per year.For grade 4-12 students, schools could:Screen all students (as in K-3)screen all entering studentscomplete a records review and then “screen” students below a designated level
6A few of the peer-reviewed screening tools AIMSWEB (reading, math, spelling, written expression pre K-12) Aggregate Growth ScoresDIBELS (reading K-6)STEEP (reading and math K-12)Independent, peer-review of screening and progress monitoring tools
7A look at some reading and math screening probes R-CBMMazesMath ComputationMath Concepts and Applications
8System-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 will be reviewed by the appropriate problem solving teamCould choose “arbitrary percentile score”Could choose score which predicts success on high stakes test like ARMT or ASGHE
9Screening and Progress Monitoring Need to select a screening tool which also has some useful progress monitoring tools “built into their package”Progress should be monitored weeklyIncorrect progress monitoring tool use is a “deal breaker”
10Questions from SPED Coordinators Tier questionsDefine Tier II and Tier III.Who would be in Tier II?Examples of class set-up for Tier IIAmount of intervention times for Tier IIIntervention strategies for Tier IIHow long in Tier II before you move to Tier III?What does Tier II look like?How is Tier III different from activities in Tier II?
11Elementary Tier Model (K-3) Plus Special Education? %5%Tier 3Intensive Intervention 60 minutesIntervention 30 minutes per day in the classroomTier 215%Comprehensive Core 90 minutes per day reading 60 minutes per day mathTier 180%
12Academically, what should Tier 1 include for elementary students? MINIMUM of 90 minutes in reading and 60 minutes in math of uninterrupted core instructionNRP and NMAP suggest a combination of whole and small group differentiated instructionThe five big ideas from the NRP and critical benchmarks from NMAP!
13Tier 2 for elementary students…. Additional small group instructionBest when provided by classroom teacherAt least weeks in duration**Frequent progress monitoringMay need additional rounds of Tier 2 if “adequate progress” is being madeMay need to move to Tier 3 if “inadequate progress” is being made
14Tier 3 for K-3 students Intensive intervention Does not replace or supplant (Tier 1) but may replace Tier 2Designed to meet identified student needs in math, reading, and behaviorStudent will miss somethingDecide what will be missedSchedule for success!Who might provide this intervention?Title I; reading, math, or behavior interventionists; SPED; Para; Classroom teacher, etc
15Intensive Intervention classes Grade 4-12 Tier ModelPlus Special Education? %Tier 35%Intensive Intervention classesDifferentiated strategy instruction in content classes small group-intentional groupingsTier 215%Tier 180%Core instruction=Strategy instruction in content classes whole and small group
16About Grades 4-12 Tier 1 Students learn how to learn Strategic teaching in ALL classesSome time for students to work with peers daily in ALL classesEncourages student engagementStudents become active participants in the learning processStudents “make their own meaning”
17About Grades 4-12 Tier 2 Differentiated strategic teaching Teacher explicitly models strategies with students and scaffolds as neededOpportunities 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)
18About Grades 4-12 Tier 3Intensive intervention classes for students who need them (math, reading, and behavior)Reading – Word-level interventions and comprehension interventionsMath – Computation and problem solving interventionsBehavior- small group sessions/classesScheduling optionsGrade specific intervention timesAcceleration block
19Questions from SPED Coordinators Intervention questionsIntervention strategies for Tier IIExamples of Tier III interventions
20Some ideas from K-3 Intervention Research Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J., & Torgesen, J. K. (2007).All of the effective Tier 2 interventions included training in:phonological awarenessdecoding, and word studyguided and independent reading of progressively more difficult textswriting exercisesengaging students in practicing comprehension strategies while reading text.
21An intervention study illustrating effective Tier 2 options….
22Early Interventions in Reading (Torgesen and Mathes, 2005) 120 lessons, 40 minutes, 3-5 studentsMathes, et al 2005 study ….Excellent gains after 91 hours of instructionOnly 1% of the students were reading below the average range (30th percentile)!Intervention students had steeper rates of improvement than typical readers on word reading, passage fluency, and phonological awareness.Published by SRA
23Responsive Reading Instruction (Denton and Hocker, 2006) 40 minute lessons; 3 studentsMathes, et al 2005 study ….Excellent gains after 91 hours of instructionOnly 7% of the students were reading below the average range (30th percentile)!Intervention students had steeper rates of improvement than typical readers on word reading, passage fluency, and phonological awareness.Published by Cambrium Learning
24Tier 3 Literacy Interventions No standard treatment protocols at this level….one size will not fit all!Word-level interventionsComprehension/Vocabulary interventions
25Word-level Interventions Emphasize (Simmons & Kame'enui, 2004) Phonemic awareness (prerequisite skills)Letter sound correspondenceRegular word reading (using decoding skills)Regular word reading in text (lots of text!)Irregular word readingAdvanced word analysisAll six syllable typesPrefixes and suffixes
26Comprehension/Vocabulary Interventions Emphasize Magnificent seven (Pearson, et al., 1992)Making connections to prior knowledgeInferring and predictingAsking questionsDetermining important ideas and summarizingVisualizingSynthesizing and retellingMonitoring and clarifying understanding of text and vocabulary
27Examples of Tier 3 Word-Level Interventions LANGUAGE!Project ReadSlingerlandSpalding Writing Road to ReadingS.P.I.R.E.Take FlightWilson Reading System
28Examples of Tier 3 Comprehension/Vocabulary Interventions Corrective Reading: ComprehensionLanguage for LearningLanguage for ThinkingText TalkVoyager Passport and Voyager JourneysAMP Reading System
29Questions from SPED Coordinators RTI and SPED eligibility questionsWhen should referral be to SPED?What must SPED look for in RTI information before accepting a referral?
30When should referral be to SPED? When the process has been followed with consistency and documentation shows the need for more intensive interventions.Some valuable documentation formsStudent Intervention Documentation FormK-3 walkthrough4-12 walkthrough
31One more thing from Denise…SPED after RTI? LRE will be impacted!How will we use inclusion?Need for DIRECT servicesIntensive, intensive intervention if Tiers did not result in success!Probably some 1:1Must have homogeneous grouping if not 1:1Ongoing progress monitoring
32THANK YOU! email@example.com RTI for Middle and High School: Structures and Strategies for Literacy Success (2009)