Presentation on theme: "Response to Intervention (RTI) Lindenhurst Schools"— Presentation transcript:
1 Response to Intervention (RTI) Lindenhurst Schools 2007-2008 Long Island Association for Supervision and Curriculum Development (LIASCD)Fall Conference – October 19, 2007
2 Workshop ObjectivesUnderstanding the stages of adopting and integrating RTI into several elementary schoolsIdentify factors that contribute to the effective implementation of RTIRecognizing the importance of a collaborative approachUnderstanding the necessity of managing dataSharing ideas and insights between districts
3 Response to Intervention - RTI Federal Government -Reauthorization of IDEA in 2004Shift in identifying students with reading difficulties and classifying them Learning Disabled.General Education and Special Education work in a collaborative model. Roles of each teacher must be redefined to address literacy.Schools must shift resources to support struggling readers in the general education setting.
4 Definition of RTIHigh-quality instruction/intervention that is matched to students’ needs and has been demonstrated through scientific research and practice to produce high learning rates for most studentsLearning rate and level of performance are the primary sources of information used in ongoing decision-makingImportant educational decisions about intensity and duration of interventions are based on individual student’s response to instruction across multiple tiers of intervention.National Association of State Directors of Special Education, 2005
5 Problem-solving Model – IST Process, not interventions, are standardized Individualized plan for each child that involves different levels of consultation:Description of student’s problemData collection and problem analysisIntervention design and implementation – differentiated instruction determined by dataProgress monitoringEvaluation of intervention effectivenessFlexible groupings throughout the year Wilson, 2007
6 Interventions are NOT Shortened assignments Preferential seating Parent contactsClassroom observationsSuspensionsDoing more of the same assignmentsRetentionMcCook, J., 2005
7 CORE Concepts of RTIResearch-based instruction – core programs are taught with fidelity as intended to maximize effectiveness. Instruction is focused on achieving state standardsUse of data to inform instruction – universal screening of all students to measure and to monitor the development of skills – provide program accountabilityMeasurement of response – progress monitoring is used to determine the effectiveness of interventions – it is systematic, documented, and shared with staff
8 Intervention Organized in Tiers Layers of intervention responding to students’ needsEach tier provides more intensive and supportive interventionAimed at preventing reading disabilitiesTorgeson, 2004
10 3 Tier Model for RTI Tier 3 More Differentiated Intense Interventions *Increase frequency and duration of intervention*Referral to Special EducationStrategic MonitoringTier 2Implementing Supplementary Instruction*General Ed Teacher, AIS Teacher, Related Service Providers,Special Ed Teachers*Fundations, Wilson, Small Group Instruction through AIS Reading, ERSS SpeechProgress MonitoringTier 1Implementing Classroom Instruction – General Ed Teacher* Researched Based Curriculum – Harcourt Reading Program, Differentiated Instruction, Focus instruction on Big Ideas of Literacy.
11 Three Levels of Assessment Benchmark Assessment – 3 times a yearAre there children who need additional support?How many?Which children?What to do? Evaluate benchmark assessment dataProgress Monitoring –- Assess at-risk children more frequently – every two weeks- Are current programs sufficient to keep progress on track or are additional supports / interventions needed?Strategic Monitoring - weekly monitoring
12 What decisions do we make with data? Plan for support with focus on BIG IDEAS.Grouping – small group instruction, homogenous groups, differentiated instruction, flexible grouping.Time – How much? How Frequently? When?Teacher / Student Interactions – modeling, direct explanation, increase student engagement, increase guided practice with immediate feedback, scaffolding to support learning, review
13 BIG IDEAS Phonemic Awareness Alphabetic Principle Accuracy and Fluency with connected textVocabularyComprehension
14 General Outcome Measures- (GOM) of Early Literacy Relevant FeaturesMeasure Basic Early Literacy Skills (Big Ideas)EfficientStandardizedSensitive to growth and change over time and to the effects of intervention
15 How can we use GOM to change Reading Outcomes? Begin EarlyFocus Instruction on the BIG IDEAS of Early LiteracyFocus Assessment on Outcomes for Students
16 Getting Started….. Select a team – Classroom teachers, reading specialists, psychologist, building principal, special education teacher(s), speech teacher, other. People that have a vested interest in reading and literacy outcomes.Attend training sessionsPlan for data collection –Who will collect data?When will you collect data?How will you collect data?
17 Collecting Data Plan and Schedule Data Collection Organize Resources Collect DataEnter the DataUse Data for Educational Decision Making
18 Scheduling Data Collection Classroom Approach – Obtain coverage for classroom teacher. Approximately 1-2 minutes per benchmark per student. Teacher works in hallway / room.Advantages – Teachers assess own students, less disruptive to entire school.Disadvantages – Loss of instructional time, coverage, requires more days.Building-wide Approach – Multiple specialists / trained members of team will assess students. Teacher brings class to library, cafeteria, gym, or other location with tables. Entire class can be assessed in 30 minutes.Advantages – can be completed in one day, minimal classroom disruptions and loss of instructional time.Disadvantages – space, trained staff, teachers not assessing.
19 Benchmark Assessments KindergartenFall – Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), Letter Sound Fluency (LSF)Winter – Letter Naming Fluency (LNF), Letter Sound Fluency (LSF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF)Spring – Same as Winter
20 Benchmark Assessments Grade 1Fall – Letter Naming Fluency (LNF), Letter Sound Fluency (LSF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF)Winter – Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), DIBELS Oral Reading Fluency (DORF), MazeSpring – Same as Winter
22 Data Management System AIMS Web – Achievement Improvement Monitoring System
23 School Readiness for RTI Assessment: screening measures, progress monitoring practices and proceduresCurriculum: high-quality, research-based core curriculaInstruction: focus on effective instruction and interventions
24 School Readiness - Continued Positive School Climate: school-wide processes and structures, individual student interventions, and a professional learning communityProfessional Development: outcome focused content and ongoing assistanceLeadership: problem solving and individual characteristics of strong leadersClosing the Achievement Gap: School Readiness for RtI, Sopris West Educational Services, 2007