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Implementing Response to Intervention in Charter Schools Jennifer Berger, Ed.S. Dia Davis, M.A. Betsy Lazega, Ed.S.

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Presentation on theme: "Implementing Response to Intervention in Charter Schools Jennifer Berger, Ed.S. Dia Davis, M.A. Betsy Lazega, Ed.S."— Presentation transcript:

1 Implementing Response to Intervention in Charter Schools Jennifer Berger, Ed.S. Dia Davis, M.A. Betsy Lazega, Ed.S.

2 Outline Overview of PS/RtI Teams and Roles Resource Mapping Using Data to Drive Instruction/Intervention Data- What, Why, When Scheduling Intervention Fidelity Parent Involvement Strengths and Weaknesses

3 RtI in Charter Schools

4 TIER I: Goal: 100% of students achieving or exceeding benchmarks Tier I is considered effective if at least 80% or more of the students are meeting or exceeding benchmarks with access to Core/Universal Instruction. Tier II: ( Core + Supplemental) For approximately 20% of students…to achieve (if below) or exceed (if at or above) benchmarks Tier II is considered effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark or students are exceeding benchmarks). Tier III (Core + Supplemental + Intensive Individual Instruction) For Approx 5% of Students…to obtain (if below) or exceed (if above) benchmarks Tier III is considered effective if students increase needed skills or accelerate beyond expectations. Adapted from Brian Gaunt 4 Includes: Academics, Behavior, and Enrichment

5 Florida Law 6A-6.0331 General Education Intervention Rule Schools must provide coordinated general education intervention procedures for any student who needs additional academic or behavioral support to succeed in general education classroom.

6 Tenants Identify Analyze Select & implement research- based interventions Monitor the effectiveness

7 Traditional vs. Response to Intervention  Intervention  Intervention Consider ESE Traditional Intervention  Intervention  Intervention Consider ESE If necessary Response to Intervention General Education Monitor Progress Monitor Progress

8 Shift A Shift in Thinking The central question is not: “What about the students is causing the performance discrepancy?” but “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?” This shift alters everything else Ken Howell

9 How do you KNOW if instruction was working for all students? Grade Level Standard Student Jared 9

10 RtI… IS NOT: A way to avoid special education placement A hoop to jump through to ensure special education placement IS: A process designed to maximize student achievement Focused on outcomes About student progress

11 Teams & Roles Problem Solving Leadership Team (PSLT) Professional Learning Community(PLC)/Teacher Team Specialty PSLT/Tier 3 Team

12 Teams & Purpose PSLT (Core): School-wide universal screeners, attendance data, behavioral data Teacher Teams (Supplemental): Grade level assessments, grade level attendance, grade level behavior Specialty PSLT (Intensive): Student assessment, behavior/attendance data and comparison data

13 Video- Teams

14 Resource Mapping

15 What is it? The process of aligning resources to achieve goals for student success at each level of support Why do it? Collaboratively establish an inventory of resources available to our school to help students succeed

16 Where do we find resources? Teachers School District Community

17 What do you mean by “resource”? PeopleMaterialsTime Assessments Technology

18 Resource Mapping Resource Maps are created for academic areas as well as for behavior. Resources available at each tier level are included.

19 Resource Maps


21 Using Data to Drive Instruction/ Intervention

22 Data Walls & Rooms Visually track student data to improve student academic achievement and group students based upon instructional need. Purpose Data walls are sorted by grade level and/or subject area: Each teacher on the team has a different color post-it note. Student data are recorded on the post- it note and a representative from the PLC moves each student’s post-it note to reflect their progress. Construction..

23 School-wide Data Room 23

24 Science School-wide Goal from School Improvement Plan

25 25 The graph is created based on the measures of the test. In this example, we marked the proficiency line as given by the district as well as our own “target” line. Proficiency line School Target

26 26

27 Classroom-based DRA Data Wall

28 Secondary Electronic Data Wall

29 INTERPRETING THE DATA WALL Overage for Grade Chron Age FCAT DSS Rdg 2008 - 2009 FCAT Level Rdg 2008 - 2009 Performance on FAIR FCAT DSS Math 2008 - 2009 FCAT Level Math 2008 - 2009 UnEx. Abs Suspen- sions District GPA Total Credits Earned Under Age for Grade Rdg DSS Ranges for Levels 4 and 5 Level 4 or 5 Under Age for Grade Math DSS Ranges for Levels 4 and 5 4.0 or > No Appropriate Age for Grade Rdg DSS Range for Level 3 Level 3 PRS or FSP ≥ 85 Appropriate Age for Grade Math DSS Range for Level 3 0 to 5 3.0 to 3.99 Yes 1 Year Over Age for Grade Rdg DSS Range for Level 2 Level 2 PRS or FSP Between 16 and 84 1 Year Over Age for Grade Math DSS Range for Level 2 6 to 10 2.0 to 2.99 2 Yrs or More Over Age for Grade Rdg DSS Range for Level 1 Level 1 PRS or FSP ≤ 15 2 Yrs or More Over Age for Grade Math DSS Range for Level 1 11 to 15 1.0 to 1.99 16 or more 0 to.9 Determined by the time of the school year.

30 Click..\Virtual Data Wall.wmv to Play Video of Virtual Data Wall Using and Interactive Smart Board

31 Setting Goals Identify the intervention goal or target that you want the student to attain. Goals in tiers 2 & 3 should be short term (e.g., next benchmark assessment period). Goals have 2 components: 1. Level of performance desired. 2. Time within which that level can be attained. Goals should be ambitious but reasonable. Goals

32 S trategic M easurable A ttainable R esults based T ime-bound AND with …. Built in Accountability Conzemius & O’Neill SMART Goals

33 Data What? Why? When?

34 Types of Assessment Screening and Benchmark Which of our students might possibly need additional assistance in order to be successful academically? Diagnostic What are the student’s academic strengths and instructional needs? Progress Monitoring Is learning happening? Outcome Assessment Did our students make progress towards meeting the standards?

35 Progress Monitoring Tools Core Running Records DRA-2 FCAT Weekly Practice Tests Chapter tests Intervention Fluency-based assessments FCRR OPM Monthly assessments from research-based computerized programs (e.g., istation) Read 180 assessments EasyCBM

36 Video- Using Data

37 Scheduling Building in Time for Intervention/Enrichment

38 Master Schedule Based on the least restrictive impact on core subjects Establish a year-long timeline including: coordinator/interventionist meetings bi-weekly team meetings data analysis checkpoints

39 Video-Scheduling

40 Sample Schedule

41 Fidelity Monitoring the integrity of implementation

42 Lack of implementation fidelity might result in a practice or program being less effective, less efficient, or producing less predictable responses. (Wilder, Atwell, & Wine, 2006; Noell, Gresham, & Gansle, 2002) When programs implemented with fidelity are compared to programs not implemented with fidelity, the difference in effectiveness is profound. Those implemented with fidelity yield average effect sizes that are two to three times higher. (Durlak & DuPre, 2008) Research Shows…

43 Questions Addressing Fidelity Who: is responsible for delivering the instruction/intervention? is available to provide guidance or assistance? is responsible for delivering the instruction/intervention? is available to provide guidance or assistance? What: are the roles of teachers, support personnel, school coaches, and administrators? will we do when the interventionist/teacher is absent? are the roles of teachers, support personnel, school coaches, and administrators? will we do when the interventionist/teacher is absent? How: will we proceed if a lesson is missed or interrupted due to schedule alterations (e.g., a fire drill, field trip, assembly)?

44 Interventionists should: Be adequately trained. Adhere to the instructional procedures (e.g., implement among groups of the appropriate size). Implement as frequently as recommended by the publisher (e.g., daily, three times per week). Implement for the recommended amount of time (e.g., one semester, one academic year). Skillfully implement the instructional procedures. Instructional Fidelity

45 Who Conducts Fidelity Checks? A trained: CoordinatorTeacherAdministrator Resource Person That can: collect & analyze data observe and conduct interviews with interventionists & students receiving instruction/intervention attest to the quality of the intervention

46 Formats of Fidelity Checks FORMATS Direct Observations Rating Scales Permanent Products Interview Self-report “Scripted” Interventions AREAS TO CONSIDER FOR ASSESSMENT Adherence Exposure Quality of Delivery Program Differentiation Student Responsiveness

47 Parent Involvement

48 Parents must understand that RtI: is relevant and beneficial to all students, regardless of placement. seeks to find out what specific instruction and interventions work best for their child. is not a categorical system that students must progress through laterally to become eligible for special education. does not override other rights under IDEA. Meaningful and effective involvement is critical

49 How to Involve Parents at Core Review school-wide data and goals with the Student Advisory Committee (SAC) and Parent Teacher Association (PTA) members. Include information about school-wide data in parent newsletters. Post school-wide data in a visible place on campus.

50 How to Involve Parents in Intervention Tier 2: Invite parent to attend parent conference and/or PSLT meeting; solicit input in a formal manner if unable to attend. Tiers 2 & 3: Invite parents to participate in meetings and/or receive any of the data that is used by the team with a summary of the meeting in writing accompanied by a follow-up telephone call and/or parent/teacher conference.

51 Strengths and Weaknesses RtI in Charter Schools

52 Activity StrengthsWeaknesses

53 Strengths Willingness to think outside of the box Different models and approaches to learning Less students, smaller staff creates a greater sense of community More individualized approach More parent involvement Flexibility in scheduling

54 Weaknesses Limited resources- personnel, materials Specificity when progress monitoring (what to use, what to measure) Intervention materials/resources may be less accessible Maintaining communication with district resources

55 Video-The Importance of RtI

56 RtI Resources Florida Center for Reading and Research Florida Inclusion Network Florida Response to Intervention (sponsored by FLDOE, BEESS, & others) National Center for Response to Intervention (US DOE & American Institute for Research) The IRIS Center (Vanderbilt Univ, Claremont Grad School, TA&D, IDEAS that Work) RTI Action Network (National Center for Students with Learning Disabilities) Curriculum Based Measurement

57 RtI Resources What Works Clearinghouse Positive Behavior Support Guiding Tools for Instructional Support

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