Presentation on theme: "Responsiveness to Instruction (RtI): How Do We Begin?"— Presentation transcript:
1Responsiveness to Instruction (RtI): How Do We Begin? Yonna Acuff, M.Ed., NBCTGiancarlo Anselmo M.S., S.S.P., NCSPSandy Hamrick, M.A., NBCT
2Overview Who we are and where we have come from Current system for trainingMistakes made along the wayWhat RtI looks like in Cleveland County
3Two Major Things You Can Expect Number 1Starting a process that tries to match the correct level of instruction with the level of need for every child in your schoolNumber 2Mistakes
4In the Beginning…In , department heads from CCS began research behind RtIReading MaterialsThe RTI Guide: Developing and Implementing a Model in Your Schools, J.E. McCook , 2006RESPONSE to Intervention Policy Considerations and Implementation, National Association of State Directors of Special Education, Inc., 2006Site VisitsHorry County Schools, SCNew Hanover County Schools, NC
5In the Beginning cont…Discussion with Susan Davis, SLD Consultant with DPITwo Day RtI Overview presentation by Dr. Tom JenkinsMet with all Principals and Selected EC and Regular Ed personnel
6District Core TeamAfter research was completed, the decision was made to begin implementationA five member, interdisciplinary team was appointedRegular Education TeacherSchool CounselorSchool PsychologistEC Program Specialist/DiagnosticianCurriculum Coordinator
7District Core TeamAttended the eight day training provided by NC Department of Public InstructionIn conjunction with administrators from the 2 pilot schools, the team developed local paperwork and a training protocol specific to Cleveland County
8Overall Implementation and Expansion 2006/2007: RTI procedures were piloted in two elementary schoolsOne large school (700 students) Springmore ElementaryOne small school (300 students) Casar Elementary2007/2008: implementation expanded into two more larger elementary schoolsFallston Elementary (600 students)Union Elementary (600 students)2008/2009: we have expanded to two more schools-Jefferson Elementary (300 students)-Grover Elementary (500 students)
9Training ProtocolUsing NCDPI’s training materials, as well as additional resources, a four session training series was created:Training Module 1, RtI OverviewTraining Module 2,Tier 1Training Module 3, Tier 2Training Module 2, Tier 3 Training for PST Team members.
10Training cont.Training sessions were scheduled after school during staff meetings from 3:00-4:30 pm.Training Module 1 is held in the Spring prior to Fall implementation.Training Module 2 is held in August or Early September.Training Module 3 is held in October or Early November.Training Module 4 is conducted by two members from the Core Team during a designated PST Team meeting.
11RtI Overview TrainingIntroduce staff members to the concept of Response to Instruction, including changes within IDEA Regulations.Create awareness about the 4 Tier process the school will be implementing the following school year.
12Tier 1 Training Discuss the 7 Step Problem Solving Process Explain the Tier 1 of the 4 Tier Model in detailReview the use of Curriculum Based Measures and how to enter a child in Tier 1Teach how to complete Tier 1 paperwork and the processes involvedProvide examples and discuss possible outcomes
13Tier 2 Training Briefly review Tier 1 Review the 7 Step Problem Solving ModelTalk about what may necessitate a child moving from Tier 1 to Tier 2 using Progress Monitoring DataTeach how to complete Tier 2 paperwork and the processes involvedProvide examples for review and discussion
14Tier 3 TrainingCore Team Members meet with the school’s Problem Solving Team (PST) to discuss each team member’s roleCoordinatorTime KeeperNote takerReview the paperwork for Tier 3Discuss who will provide instruction for Tier 3 students
15What is the Best Way to Train a Problem Solving Team First Year TrainingConsisted of training teams using PowerPoints from state trainingTrained teams from two schools at onceSecond Year TrainingTrainings consisted of sitting down with each PST team and going over case studiesCases from their own schools were used to help them go through the processMISTAKESTrainings this year much more successful and helpful.
16How PST Team Changed MISTAKES Last Year Principal School psychologist EC teacherDiagnosticianTeacher of studentRegular ed teacherTitle 1 reading specialistCounselorSocial workerParentThis YearPrincipalSchool PsychologistCase ColleagueTitle 1/InterventionistParentTeacher of studentDiagnosticianOthers used as neededMISTAKESAcross district different makeups. Not mandatingCase colleague in some cases is also the Title I personStaffing early in the week involves everyone- we have just shaved it down for when parents come into meet
17School Wide Support For Process Showing how the Discrepancy model was probably not the best model in order to catch students earlyStudies done at local level showing legitimacy of Curriculum Based DataCBM not an easy sell,
18Correlation Studies looking at EOG and CBM Assessments EOG and ORF correlation coefficients3rd grade: .694th grade: .595th grade: .53EOG and Maze Fluency correlation coefficients3rd grade: .614th grade: .635th grade: .63
19Correlation Studies Looking at District Performance on EOG and CBM Assessments EOG and Skill Builder Word Problem probes correlation coefficients3rd grade: .644th grade: .495th grade: .60
211st Year Implementation Make it take it offered, brought in tom jenkins, more intervention training done by teachers.Trainings mostly done after school. This year strarted transitioning to more before school started and at the end of the year for some. Also want to go in and work with SSMT teams at end of this year.
22Teacher Supports Teachers have been trained on all tiers of process CBM training provided by school psychologistsTeachers each received intervention notebooksIntervention trainingTeachers are assigned case colleagues from the Problem Solving Team to help with procedures, paperwork, or interventions starting at Tier IAll the ways we tried to help our teachers so they didn’t feel overwhelmed
23Roles of Case Colleague Case colleague meets with teacher at the beginning of Tier 1/Tier 2 to help with paperwork, interventions, and answer any other questions that ariseCase colleagues also meet with teachers every other week to check in on progressCase colleagues also meet with teachers at the end of Tier 2Case colleagues are in charge of setting up PST Team meeting if moving to Tier 3Form to complete during this process.
24Teachers Teaching Teachers Intervention training done in the middle of the year90% of training was done by teachers who had shown great ability to run interventions in their classrooms and differentiate instructionTraining went very well and most teachers were very receptive to ideas from other teachersWorked out great. Made sure teachers we were choosing were running sound interventions. They would come up talk about what they were doing, how they fit it into their day, and progress they had seen.
25Students Entering Tier 1 First YearK-2 Students entered Tier I in reading based on DIBELS dataAll other subject areas and grades 3-5 where based on teacher discretionSecond YearAll Children K-5 went through screening process at RtI schoolsMISTAKESTrainings this year much more successful and helpful.
26Screening All RTI Schools K-5th Grade All students are screened three times a year using either DIBELS, Skill Builder probes, or Aims Web Maze Fluency probesTeachers have been shown data and given recommendations on who needs to enter Tier 1Teachers have been shown what skill to teach and what to use to progress monitor each childMaze fluency being used two different ways. Team approach except for dibels in K-2 teachers scoring all group admins except for written expression. All individual done by group. Discrete trial for everything except dibels.
27Curriculum Based Measurements Teachers have been taught to use CBM’s for progress monitoringTraining was done by school psychologists during planning times broken up over several weeksNearly all instruction is tracked using CBM dataData is not graphed or charted until child enters Tier 3, unless teacher chooses to graph data
28Timelines Beginning of the year benchmark assessment Targeted students enter Tier 1 based on information from class and assessmentsPlan is written with help of parent and usually Case ColleagueTeachers intervene in specific area for 4-6 weeksDialogue continues with Case ColleagueProcess will repeat with Tier 2 only more people are generally involvedSchool psychologist, counselor, social worker, reading person
29Local Norm Project Hybrid between DIBELs and Skill Builder Probes Local norm sample consisted of 576 across 1st-5th gradesMore than 100 students per gradeDIBELS data was from approximately 400 students per grade K-2
31School Approach to Interventions ONE OPTIONEach grade level has an intervention period built into the daily scheduleFluid time when any student in that grade level can go to another teacher to receive interventionStudents not on intervention plan receive challenge enrichment activities – gifted teacher can consult with staff about activitiesCan be hard to schedule but has great results and great teacher feedbackSeen done during sustained silent reading and this works well
32Fidelity and Integrity Checks Case Colleague meeting formInterventions are observed before a child moves to a new tierIntervention observation form is usedBefore placement is considered third party is looking over Tier III process to make sure everything has been done properly
37Where is Cleveland County Going From Here? With the implementation of RtI in 6 Elementary Schools, we are now going to proceed with adding other Elementary Schools in addition to a Middle School for There is also one High School in our district that is interested in pursuing RtI implementation.In order to continue building capacity, we recognize that an additional Core Training Team would be beneficial to our process.
38Instruction/Intervention Questions to Ask What is my school’s core curriculum?Is my core curriculum research based?Florida center for reading researchfcrr.org
39Interventions/Instruction Questions to Ask What do you have available at your school?What programs do you have?What resources can teachers easily access?Are your supplemental programs research based instruction?Who can supply interventions if they need to be supplied outside the classroom?Who will do progress monitoring?
40Implementing RtI is Like Eating an Elephant You can start anywhere you likeYou have to eat the whole thingYou aren’t going to eat it all in one sittingIt is going to take a whole lot offriends to help get the job done
41mail.clevelandcountyschools.org/~ganselmo RTI/Intervention Resources: Cleveland County Schools