IndianaIndiana s’s Response to Response to Intervention ... Together...Indiana’s Response to...

Indiana’s Response toIndiana s Response to Intervention AcademyIntervention Academy

Piecing Together the RTI PuzzleGreg Hunt, Laura Fritzen, Pam Upp, Jessica Young Brustg , , pp, g

ghunt@lpcsc.k12.in.usM 12 2009May 12, 2009

Supported by a grant through the Indiana Department of Education and offered through the Collaborative Problem Solving Project at the Blumberg Center at

Indiana State University

Components to ConsiderComponents to ConsiderLeadershipLeadership Evidence-based core curriculum, instruction & interventions/extensionsinstruction, & interventions/extensions Assessment and progress monitoring

tsystem Data-based decision making

• Cultural responsivity • Family community & school partnershipsFamily, community & school partnerships

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Integrated System for Academic and Behavioral Supports

Services across tiersServices across tiers are fluid and data-driven

Tier 3:• Few Students• Increased Frequency

Di i /C i T

Intense, Individualized

SupportTier 2:

• Longer Duration District/Community TeamBuilding Core Team

Targeted, Supplemental Supports

Support• Small Group Building Core Team

C C i l I t ti d L i

ppTier I:• All Students• Preventative,

Proactive

Grade Level TeamsBuilding Core TeamSchool Improvement Team

Core Curriculum, Instruction, and Learning Environment

Proactive

Preview: Connecting My Presentation t I di ’ Vi i f RTIto Indiana’s Vision of RTI

Administrative supportAdministrative supportDifferentiation within the core, individual pulling and leveled groupsindividual pulling, and leveled groupsBenchmarks and bi-weekly progress-

it imonitoringInterventions driven by data

Indiana’s Response to Intervention Academy ~ 2008/20094

Piecing Together the RTI Puzzleg g

Kingsbury Elementary SchoolLaPorte, IN

Kingsb Demog aphicsKingsb Demog aphicsKingsbury DemographicsKingsbury Demographics

PrincipalPrincipal——Greg HuntGreg Hunt

PopulationPopulation——399 students399 students399 students399 students

GenderGender——204 girls, 195 boys204 girls, 195 boys

Kylie’s JourneyKylie’s JourneyKylie s JourneyKylie s Journey

Dirty Details: Dirty Details: yyIn the Beginning…In the Beginning…

R i dR i dRoom in dungeonRoom in dungeonAssistants in hallwayAssistants in hallwayAssistants in hallwayAssistants in hallwayNo materials or directionNo materials or directionNo materials or directionNo materials or direction

Scattered PiecesScattered Pieces

TrainingTrainingSchool visitsSchool visitsSchool visitsSchool visits11stst two weekstwo weeks11 two weeks two weeks Collaboration with assistants Collaboration with assistants

Picking Up the PiecesPicking Up the PiecesPicking Up the PiecesPicking Up the Pieces

BenchmarkBenchmark--testtestAnalyze dataAnalyze datayyIdentify student needsIdentify student needs

Differentiation within the coreDifferentiation within the coreDifferentiation within the coreDifferentiation within the coreLeveled groupsLeveled groupsIndividual pullingIndividual pullingp gp gProgressProgress--monitoringmonitoring

Create leveled group scheduleCreate leveled group scheduleC a d g oup s duC a d g oup s du

Fi st Pieces Fall into PlaceFi st Pieces Fall into PlaceFirst Pieces Fall into PlaceFirst Pieces Fall into Place

Collaborate with classroom teachersCollaborate with classroom teachersAssemble resourcesAssemble resourcesAssemble resourcesAssemble resourcesDevelop plansDevelop plansBegin interventionsBegin interventions

O ChallengesO ChallengesOur ChallengesOur ChallengesMoneyMoneyMoneyMoneySpaceSpaceTiTiTimeTimeTechnologyTechnologyTrainingTrainingAdministrationAdministrationTeachersTeachersAssistantsAssistantsParentsParents

T n and Lea nT n and Lea nTurn and LearnTurn and Learn

What are your challenges?What are your challenges?

O Oppo t nitiesO Oppo t nitiesOur OpportunitiesOur Opportunities

MoneyMoney——grantgrantSpaceSpace——classroomclassroomTiTi d il l l d b ilt i t h d ld il l l d b ilt i t h d lTimeTime——daily leveled groups built into scheduledaily leveled groups built into scheduleTechnologyTechnology——SMARTBoardSMARTBoard, computers, computersTrainingTraining——DIBELSDIBELSTrainingTraining DIBELSDIBELSAdministrationAdministration——supportsupportTeachersTeachers——buybuy--in, weekly team meetingsin, weekly team meetingsyy , y g, y gAssistantsAssistants——hired, trainedhired, trainedParentsParents——letters, conferences, progress reportsletters, conferences, progress reports

T n and Lea nT n and Lea nTurn and LearnTurn and Learn

What are your opportunities?What are your opportunities?

ResourcesResources——Beg, Borrow, StealBeg, Borrow, Steal

Assessment toolsAssessment toolsDIBELSDIBELSRunning RecordsRunning RecordsWeekly, unit, benchmark, endWeekly, unit, benchmark, end--ofof--year testsyear tests

ResearchResearch--based intervention programsbased intervention programsRoad to the CodeRoad to the CodeMy Sidewalks on Reading StreetMy Sidewalks on Reading Street

ResourcesResources——Beg, Borrow, StealBeg, Borrow, Steal

Textbook seriesTextbook seriesPearson/ScottPearson/Scott ForesmanForesmanPearson/Scott Pearson/Scott ForesmanForesmanLeveled readers from formerly used seriesLeveled readers from formerly used series

BooksBooksIntroduction to the 3Introduction to the 3 Tier Reading ModelTier Reading ModelIntroduction to the 3Introduction to the 3--Tier Reading ModelTier Reading ModelI’ve I’ve DIBEL’dDIBEL’d, Now What?, Now What?R d t th C dR d t th C dRoad to the CodeRoad to the Code

ResourcesResources——Beg, Borrow, StealBeg, Borrow, Steal

SoftwareSoftwareStudy DogStudy DogScholastic Interactive Phonics ReadersScholastic Interactive Phonics Readers

Teacher websitesTeacher websitesReading AReading A--Z (readingaZ (readinga--z.com)z.com)Scott Scott ForesmanForesman Literacy Activities Literacy Activities (http://classroom.jc(http://classroom.jc--schools.net/waltkek)schools.net/waltkek)

ResourcesResources——Beg, Borrow, StealBeg, Borrow, Steal

Interactive websitesInteractive websitesiknowthat comiknowthat comiknowthat.comiknowthat.comstarfall.comstarfall.compppst.compppst.compppst.compppst.com

TeacherTeacher--created materialscreated materialsFl h dFl h d i l tii l tiFlashcards, games, Flashcards, games, manipulativesmanipulatives

Title I contactsTitle I contactsTeachers, programs, resourcesTeachers, programs, resources

Sta ting to See the Pict eSta ting to See the Pict eStarting to See the Picture Starting to See the Picture Drop in number tested forDrop in number tested forDrop in number tested for Drop in number tested for Special EducationSpecial Education

P o iding e i e to meet t dent needP o iding e i e to meet t dent needProviding services to meet student needsProviding services to meet student needsNot labelingNot labeling

Sta ting to See the Pict eSta ting to See the Pict eStarting to See the PictureStarting to See the Picture

Ri i DIBELSRi i DIBELSRise in DIBELS scoresRise in DIBELS scores

Sta ting to See the Pict eSta ting to See the Pict eStarting to See the PictureStarting to See the PictureRise in ISTEP+ scoresRise in ISTEP+ scoresRise in ISTEP+ scoresRise in ISTEP+ scores

English/Language ArtsEnglish/Language ArtsScores since program inception four years agoScores since program inception four years ago

Kylie’s Journey ContinuesKylie’s Journey ContinuesKylie’s Journey ContinuesKylie’s Journey Continues

Next Challenge:Next Challenge:ggGrades 3Grades 3--5 Need…5 Need…

Greater understanding of KGreater understanding of K--2 program2 programInterventions in upper gradesInterventions in upper gradesInterventions in upper gradesInterventions in upper gradesCreativity in staffing, schedule, curriculumCreativity in staffing, schedule, curriculumData to drive instructionData to drive instruction

Why We Keep WorkingWhy We Keep Workingy p gy p gthe Puzzlethe Puzzle

“No time is as precious or as fleeting as “No time is as precious or as fleeting as the first years of formal schooling. the first years of formal schooling. y gy gResearch consistently shows that children Research consistently shows that children who get off to a good start in reading who get off to a good start in reading g g gg g grarely stumble. Those who fall behind rarely stumble. Those who fall behind tend to stay behind for the rest of their tend to stay behind for the rest of their yyacademic lives.”academic lives.”

--Burns Griffin & Snow 1999Burns Griffin & Snow 1999Burns, Griffin & Snow, 1999Burns, Griffin & Snow, 1999

Take Home: Connecting MyTake Home: Connecting My Presentation to Indiana’s Vision of RTI

Administrative supportAdministrative supportDifferentiation within the coreDifferentiation within the coreDifferentiation within the core, Differentiation within the core, individual pulling, and leveled groupsindividual pulling, and leveled groupsBenchmarks and biBenchmarks and bi weeklyweeklyBenchmarks and biBenchmarks and bi--weekly weekly progressprogress--monitoringmonitoringI t ti d i b d tI t ti d i b d tInterventions driven by dataInterventions driven by data

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