CARS +CARS +RtI RtI

How to Make it Work in a How to Make it Work in a Shrinking EconomyShrinking Economy

Oakhurst ElementaryOakhurst Elementary PresenterPresenter

- Gail Lancaster –Associate Faculty- Gail Lancaster –Associate Faculty National University/Fresno CampusNational University/Fresno Campus

Resource Specialist/Oakhurst ElementaryResource Specialist/Oakhurst Elementary glancaster@nu.eduglancaster@nu.edu

H.R. 1350 (IDEA 2004)H.R. 1350 (IDEA 2004) IN GENERAL- Notwithstanding section 607b, when IN GENERAL- Notwithstanding section 607b, when

determining whether a child has a specific determining whether a child has a specific learning disability as defined in section 602, a learning disability as defined in section 602, a local educational agency shall not be required to local educational agency shall not be required to take into consideration whether a child has a take into consideration whether a child has a severe discrepancy between achievement and severe discrepancy between achievement and intellectual ability in oral expression, listening intellectual ability in oral expression, listening comprehension, written expression, basic reading comprehension, written expression, basic reading skill, reading comprehension, mathematical skill, reading comprehension, mathematical calculation, or mathematical reasoning.calculation, or mathematical reasoning.

IDEA 1997 v. IDEA 2004IDEA 1997 v. IDEA 2004 IDEA 1997IDEA 1997

– Student has SLD if:Student has SLD if: Student failed to Student failed to

achieve commensurate achieve commensurate with age and ability if with age and ability if provided appropriate provided appropriate teaching experiences teaching experiences ANDAND

- IEP team found SEVERE - IEP team found SEVERE DISCREPANCY between DISCREPANCY between achievement and achievement and intellectual abilityintellectual ability

IDEA 2004IDEA 2004– No longer required to No longer required to

find severe discrepancyfind severe discrepancy IEP team may use a IEP team may use a

process that process that determines if the child determines if the child responds to a responds to a SCIENTIFIC SCIENTIFIC RESEARCHED BASED RESEARCHED BASED INTERVENTIONINTERVENTION

Problems with the Discrepancy Problems with the Discrepancy ModelModel

Critics have described the model as a wait Critics have described the model as a wait to fail model. Students must be at least 2 to fail model. Students must be at least 2 years behind before receiving help.years behind before receiving help.

Easier to catch students up at an earlier Easier to catch students up at an earlier age but they would not qualify.age but they would not qualify.

By the time they qualify emotional By the time they qualify emotional damage and self concept issues are harder damage and self concept issues are harder to get rid of.to get rid of.

Multi Tiered Model of Service Multi Tiered Model of Service DeliveryDelivery

Tier 1 - Universal InterventionsTier 1 - Universal Interventions

Tier 2 - Selected InterventionsTier 2 - Selected Interventions

Tier 3 - Intensive InterventionsTier 3 - Intensive Interventions

Tier 4(?) – Special Ed services.Tier 4(?) – Special Ed services.

3 tiered model3 tiered model

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tier 3: Intensive, Individual Interventions (5%)•Individual Students•Assessment-based•High Intensity•Of longer duration

Tier 2: Targeted Group Interventions (15%)•Some students (at-risk)•High efficiency•Rapid response

Tier 1: Universal Interventions (80%)•All students•Preventive, proactive

Students

RESEARCH ISSUESRESEARCH ISSUES

What worked?What worked?– Strong leadershipStrong leadership– Collaborative team effortCollaborative team effort– Using data to drive instructionUsing data to drive instruction– Having a small school Having a small school – Bottom-up approach versus top-down Bottom-up approach versus top-down

You need to answer these You need to answer these questionsquestions

What is your vision?What is your vision? What are your goals and objectives?What are your goals and objectives? How can you make this work?How can you make this work? How can you work smarter not harder?How can you work smarter not harder? How can you make it easier for staff?How can you make it easier for staff? How can you get staff to buy in?How can you get staff to buy in? How would your model be different?How would your model be different? What are your resources?What are your resources? How much would this cost? Could you do it within How much would this cost? Could you do it within

your current resources?your current resources? What researched programs do you think would What researched programs do you think would

work?work?

What would you do next?What would you do next?

What questions do you need to get What questions do you need to get answered before you begin?answered before you begin?

5 minutes – please share with a partner5 minutes – please share with a partner

Building Teacher Buy InBuilding Teacher Buy In Everything presented to the staff must Everything presented to the staff must

be well plannedbe well planned Use team building skills to help pull Use team building skills to help pull

staff together before model is staff together before model is presentedpresented

Approach this in several ways:Approach this in several ways:– ““You’ve said this is a problem here is one way we are You’ve said this is a problem here is one way we are

trying to address it”trying to address it”– Acknowledgement of frustration at working with low level Acknowledgement of frustration at working with low level

readers and making little progressreaders and making little progress..

Teacher Buy in Cont.Teacher Buy in Cont. Prior to presenting to whole staff – choose “positive” leader to present Prior to presenting to whole staff – choose “positive” leader to present

ideas to and work out more issuesideas to and work out more issues Presented DIBELS with the idea of taking other assessments off their Presented DIBELS with the idea of taking other assessments off their

plates/or other testsplates/or other tests Gave teachers freedom during lab time to do differentiation, platoon Gave teachers freedom during lab time to do differentiation, platoon

groupings etc. (Big ideas of Reading)groupings etc. (Big ideas of Reading) Acknowledged their professionalism in the choices they made in the class Acknowledged their professionalism in the choices they made in the class

but monitor that Tier I students have interventions in regular ed .classroom.but monitor that Tier I students have interventions in regular ed .classroom. Periodically check with your staff on the following:Periodically check with your staff on the following:

– Is this working?Is this working?– What do you need to make it work better?What do you need to make it work better?– What questions do you have?What questions do you have?

Everything must be collaborative and well Everything must be collaborative and well planned!planned!

Tier 1 ProgramTier 1 Program(Primary Prevention; General Education; Universal core instructional program)During the Tier I pull-out program, focus in on the “BIG IDEAS” of reading instruction:•Phonemic Awareness•Alphabetical Principal•Accuracy and fluency reading to connected text•Vocabulary development•Reading Comprehension

What this can look like:•Actively engaged students working in small groups receiving differentiation of instruction; fluidity within the groups•Teachers providing explicit and systematic instruction•Center activities focusing on various skills development•Activities like Readers Theater and Literature Circles

Tier IITier II More intense instructionMore intense instruction Biweekly progress monitoringBiweekly progress monitoring Small groupsSmall groups More individualizedMore individualized

Tier IIITier III Most intensive instructionMost intensive instruction Weekly progress monitoringWeekly progress monitoring Programs are individualized and Programs are individualized and

adjusted as neededadjusted as needed Usually preliminary to a referralUsually preliminary to a referral

ReferralReferral Maintain tracking sheets when Maintain tracking sheets when

students switch levelsstudents switch levels Put tracking sheets in reg ed cumPut tracking sheets in reg ed cum Can now use tracking sheets to Can now use tracking sheets to

establish interventionsestablish interventions No longer need a discrepancyNo longer need a discrepancy

School Psych ReportSchool Psych Report Answers the following questions:Answers the following questions:

– Does xxx qualify for special education Does xxx qualify for special education based on the criteria set forth under based on the criteria set forth under Federal RtI guidelines? Federal RtI guidelines? Data must be collected to establish a Data must be collected to establish a

pattern. pattern.

Differences between HS Differences between HS and Elementary RTIand Elementary RTI

Elementary RTI framework does not Elementary RTI framework does not necessarily translate into high school necessarily translate into high school RTIRTI

Purpose of high school RTI drives Purpose of high school RTI drives framework componentsframework components

High school RTI serves different needs High school RTI serves different needs

High School RTIHigh School RTI Many schools are strugglingMany schools are struggling Research not as well definedResearch not as well defined Multiple implementation issueMultiple implementation issue

– Communication/between staffCommunication/between staff– Changing roles/gen ed. staff need to Changing roles/gen ed. staff need to

make changes to way core content is make changes to way core content is delivereddelivered

– Movement between tiersMovement between tiers– AssessmentAssessment

Unique Features of High School RTIUnique Features of High School RTIStaff Roles• Who provides the additional

interventions? How to do you plan to support this new role for staff?

• How do special education and/or behavioral specialists support the framework?

• If RTI is implemented in more than one content area, how will you support content teachers into becoming more than “teachers of content?”

Long Beach HS DistrictLong Beach HS District

Assessment: Test all incoming 9Assessment: Test all incoming 9thth graders at end of 8graders at end of 8thth grade. grade.– Use CST, course grades, and Use CST, course grades, and

assessments in Language! curriculum.assessments in Language! curriculum. Decisions are not based on a single Decisions are not based on a single

data point.data point. All incoming 9All incoming 9thth graders receive core graders receive core

literacy instruction.literacy instruction.

Curriculum StructureCurriculum Structure Students ½ a year to two years behind Students ½ a year to two years behind

receive the core literacy program as well receive the core literacy program as well as an additional literacy workshop course.as an additional literacy workshop course.– Materials scaffold the core literacy program.Materials scaffold the core literacy program.

More than 2 years behindMore than 2 years behind– Double block of language arts that consists of Double block of language arts that consists of

intensive English Lang arts program or an after intensive English Lang arts program or an after school reading program.school reading program.

– Curriculum: Language! and Lindamood BellCurriculum: Language! and Lindamood Bell– Monitored though “cluster tests”Monitored though “cluster tests”

HS research suggestionsHS research suggestionsResearch is limitedResearch is limited Ideas for assessmentIdeas for assessment

– Group Reading Assessment and Diagnostic Evaluation (GRADE)Group Reading Assessment and Diagnostic Evaluation (GRADE)– Woodcock Reading Mastery Tests RevisedWoodcock Reading Mastery Tests Revised– Research going on using Strategies Intervention ModelResearch going on using Strategies Intervention Model

PurposePurpose– PreventionPrevention– Supplemental SupportSupplemental Support– Content RecoveryContent Recovery

OutcomeOutcome– GraduateGraduate– Pass core courses/examsPass core courses/exams

Junior High ModelJunior High Model Ranchos Middle SchoolRanchos Middle School Golden Valley Unified School DistrictGolden Valley Unified School District Madera CountyMadera County

RMS AssessmentRMS Assessment Use CST and CELDT as screening toolsUse CST and CELDT as screening tools Students are placed into reading Students are placed into reading

strategies classes and further testing is strategies classes and further testing is continuedcontinued

San Diego quick is used to measure word San Diego quick is used to measure word in isolation decodingin isolation decoding

Scholastics 3-minute fluency is used to Scholastics 3-minute fluency is used to measure oral reading fluencymeasure oral reading fluency

Reading Specialist does most of the Reading Specialist does most of the individual assessments individual assessments

Performs these assessments during Performs these assessments during lunch, prep period and class time.lunch, prep period and class time.

District use to hire a substitute to District use to hire a substitute to help in order to finish assessments, help in order to finish assessments, now uses PEP/Tutorial timenow uses PEP/Tutorial time

Who Gets Assessed?Who Gets Assessed? Students scoring as Basic (below 325 CST) Students scoring as Basic (below 325 CST)

Below Basic and Far Below Basic.Below Basic and Far Below Basic. Teacher or Parent Concerns can trigger an Teacher or Parent Concerns can trigger an

assessment.assessment. Students scoring below a 2.0 GPA.Students scoring below a 2.0 GPA. Students placed in an intervention class Students placed in an intervention class

receive additional testing.receive additional testing. Students scoring on grade level are then Students scoring on grade level are then

moved out of intervention class.moved out of intervention class. Need to score 120 WPMNeed to score 120 WPM

LogisticsLogistics Students grouped by grade level or ELD label Students grouped by grade level or ELD label

but not on databut not on data Students stay for a year, can be moved at Students stay for a year, can be moved at

semestersemester Have begun screening 6Have begun screening 6thth graders, prior to graders, prior to

coming to Jr. Highcoming to Jr. High Interventions for 7Interventions for 7thth and 8 and 8thth graders delivered graders delivered

in a double block period combining the in a double block period combining the intervention with the core Language Arts intervention with the core Language Arts InstructionInstruction

InterventionsInterventions RewardsRewards 6-Minute Solution (ORF)6-Minute Solution (ORF) Read Naturally Read Naturally Pilot Site for Reading Plus (on Pilot Site for Reading Plus (on

computer)computer)

Modifications due to CostModifications due to Cost Next year may bring major changesNext year may bring major changes Interventions will be cut from 4 Interventions will be cut from 4

periods a day to 3periods a day to 3 May be shared between two sites May be shared between two sites

Lone Star ElementaryLone Star Elementary Grade level interventionsGrade level interventions Multiple TiersMultiple Tiers

– Tier 1: monitoringTier 1: monitoring– Tier 2: SOAR –Students Out and ReadingTier 2: SOAR –Students Out and Reading– Tier 2+: ART2 (At Risk Tier 2) monitored Tier 2+: ART2 (At Risk Tier 2) monitored

weeklyweekly– Tier III: IEP students and failed progress Tier III: IEP students and failed progress

in Tier 2+in Tier 2+

LS IdentificationLS Identification Tier III: IEPs; failed progress in Tier2+Tier III: IEPs; failed progress in Tier2+ Tier 2+; CST FBB/BB and lowest DIBLES Tier 2+; CST FBB/BB and lowest DIBLES

IntensiveIntensive Tier 2: B/BB/FBB; DIBLES strategic and Tier 2: B/BB/FBB; DIBLES strategic and

intensiveintensive Tier 1: English Learners, CST P*/A (3 – 6)Tier 1: English Learners, CST P*/A (3 – 6) DIBLES Benchmark (K – 2)DIBLES Benchmark (K – 2)

LS Tier ILS Tier I AssessmentAssessment

– CELDTCELDT– AR STARAR STAR– Read NaturallyRead Naturally– RewardsRewards

DeliveryDelivery– Gen Ed classroom/ small group instructionGen Ed classroom/ small group instruction

MonitorMonitor– DIBLES monthly, AR STAR monthly, Unit AssessmentsDIBLES monthly, AR STAR monthly, Unit Assessments

LS Tier 2+/2LS Tier 2+/2 AssessmentAssessment

– Quick phonics screenerQuick phonics screener– Phonics for ReadingPhonics for Reading– Rewards Rewards – Literature Connection/completeLiterature Connection/complete

DeliveryDelivery– 4 days a week 30 min time blocks4 days a week 30 min time blocks

MonitorMonitor– Tier 2+ weekly DIBLES, Biweekly program progressTier 2+ weekly DIBLES, Biweekly program progress– Tier 2 Monthly DIBLES, AR STAR M, Program Progress Tier 2 Monthly DIBLES, AR STAR M, Program Progress

LS Tier IIILS Tier III AssessmentAssessment

– EL- IPT listening/speakingEL- IPT listening/speaking– Test used in other Tiers Test used in other Tiers

DeliveryDelivery– Small group (3 - 4)Small group (3 - 4)

MonitorMonitor– Weekly DIBLESWeekly DIBLES– Biweekly program monitorBiweekly program monitor– IEP Quarterly CheckIEP Quarterly Check

OES RtIOES RtI Began the process January 06’ because we Began the process January 06’ because we

wanted to take a proactive stance. We wanted to take a proactive stance. We wanted to make the model work for us and wanted to make the model work for us and for students. The team embraced the for students. The team embraced the chance to work with students and to chance to work with students and to develop this model before the state develop this model before the state mandated how it should look.mandated how it should look.

Team formed Team formed Principal, School Psychologist, Resource Principal, School Psychologist, Resource

Specialist, Reading SpecialistSpecialist, Reading Specialist

OES RTI ModelOES RTI Model weekly for 6 months.weekly for 6 months. Visited other Reading LabsVisited other Reading Labs Did significant amount of research and Did significant amount of research and

reading on RtI /followed the researchreading on RtI /followed the research Looked at various researched based reading Looked at various researched based reading

programsprograms Researched DIBELS assessment programResearched DIBELS assessment program Brought in presenters from various programsBrought in presenters from various programs

Began to set the stage for staff buy in/Began to set the stage for staff buy in/presented ideas to staff in Springpresented ideas to staff in Spring

Contacted State Diagnostic Center for Contacted State Diagnostic Center for assistance/ became one of their projects assistance/ became one of their projects

AssessmentAssessment DibelsDibels Pseudoword Decoding (GL WIAT)Pseudoword Decoding (GL WIAT) AR- STARAR- STAR Color coded tracking sheet for ease Color coded tracking sheet for ease

of selectionof selection Learn to trust data!!!Learn to trust data!!! Check with reg ed teachersCheck with reg ed teachers

San Diego Quick

May

08

ORF

Ta

rget

3rd

110

Post Test Pre Test post test Pre Test

(Highest

Unit Complet

ed)Year: Year: Date test

givenDate test

given:Date test

given:Date test

given:Date test

given:

2007 2007 2008 2008 Jan 09' May 09' Aubg 08' May 09' Aug 08' Jan 09' May 09'

score scoreTarget

93 CWPM

Target 105

CWPM

Target 118

CWMP

Passage/ Grade Level

Target 118

CWPM

Inst Passage

Grade Level CW

Inst Passage

Grade Level CW

Grade Level of Passage

Grade Level of Passage

Example

6 SE EL 300 340 50 4 0 0 6 6

1 4 \ B 334 B 300 88 109 4 4 8 1 1 3.3 4.42 4 139 PRO 367 PRO 383 163 160 4 2 2 5.7 43 4 EI I I 64 BB 267 BB 285 53 69 4 2 10 3 3 2.5 2.54 4 EI EI EI 57 FBB 251 B 307 38 74 4 2 9 4 4 2.1 2.45 4 I I I 104 B 327 B 314 89 104 4 4 9 5 5 3 4.86 4 SE 122 BB 282 BB 285 68 92 4 2 10 6 6 2.5 3.37 4 78 PRO 387 \ \ 107 134 4 7 7 4.5 4.18 4 80 PRO 367 B 318 67 83 4 8 8 4.6 5.49 4 74 106 4 9 9 3.6 3.9

10 4 103 PR0 354 B 307 93 114 4 10 10 4,7 5.611 4 A A EA 95 PRO 362 B 326 66 93 4 11 11 4.9 4.112 4 97 B 317 B 330 70 96 4 4 10 12 12 2.5 3.813 4 133 171 4 13 13 5.8 6.614 4 EA 59 79 4 2 10 14 14 3.1 4.515 4 114 PRO 376 PRO 361 88 111 4 15 15 3.9 5.116 4 EA I EA 112 BB 285 BB 285 89 124 4 3 9 16 16 3.6 4.317 4 126 B 342 B 338 97 141 4 17 17 3.4 4.518 4 81 91 4 18 18 4.4 4.419 4 102 B 306 B 318 90 97 4 3 10 19 19 3.2 3.619 4 122 Pro 381 Pro 381 105 109 136 4 19 19 6.620 4 I 126 Pro 381 Pro 375 89 102 111 4 20 20 3.620 4 100 \ \ PRO 366 118 153 4 20 20 4.8 5.121 4 SE 113 PRO 362 B 307 109 103 4 21 21 5 4.622 4 140 B 334 B 300 110 130 4 22 22 4.623 4 93 95 4 23 23 4.6 5.624 4 63 78 4 4 9 24 24 2.3 4.525 4 85 BB 278 BB 281 65 82 4 4 10 25 25 3.8 3.526 4 96 B 323 BB 270 83 4 4 8 26 26 3.8 5.727 4 33 BB 274 FBB 242 26 45 4 3 10 5 5 1.5 2.628 4 SE 62 \ \ BB 285 63 79 4 1 10 6 6 2.3 2.729 4 71 BB 289 BB 262 62 86 4 2 10 2 2 2.8 330 4 4 30 3131 4 4 31 3232 4 4 32 3333 4 4 34 34

OAKHURST ELEMENTARY OAKHURST Screening for Program Placement Worksheet Interventions

= entry fieldSchool Name: Oakhurst Elementary School Oakhurst Elementary School

Star ARDibles Grade 4

Grade Level grade level

District Name: Bass Lake J oint Union Elementary District Bass Lake J oint Union Teacher/Test Gr 4 / Gr 4 /

Decoding Intervention Programs Fluency Intervention Programs

Jane Doe A D

Pre Test Post Test

Date test given: Date test given:

Aug 08' May 09'

Student Name

Stud

ent G

rade

Leve

l

Indi

cate

if S

peci

al E

duca

tion

Stud

ent

ELL

CELD

T 07

'

ELL

CELD

T 08

'

ELL

CELD

T 09

'

CST - English-

Language Arts

Score

CST - English-

Language Arts

Score

Pseudoword Decoding

3.11.3

Planning Instructional GroupingsPlanning Instructional Groupings

Team process Team process Relied heavily on Dibels dataRelied heavily on Dibels data

– Must determine most important Must determine most important indicatorindicator

Analyzed other diagnostic measuresAnalyzed other diagnostic measures Analyzed STAR CST testing levelsAnalyzed STAR CST testing levels

Tier I MaterialsTier I Materials Teachers have the freedom to use their Teachers have the freedom to use their

professional judgment in providing professional judgment in providing differentiated instructiondifferentiated instruction– Open Court: ReteachOpen Court: Reteach– Open Court: ELD componentOpen Court: ELD component– Hampton BrownHampton Brown– SRASRA– Readers TheaterReaders Theater– Literature CirclesLiterature Circles– Partner ReadingPartner Reading– Teacher directed grouping Teacher directed grouping – Team teachingTeam teaching

Tier II Materials SelectedTier II Materials SelectedLexia: primary reading/ CD Rom,Lexia: primary reading/ CD Rom, -(phonemic awareness and phonics)-(phonemic awareness and phonics)Rewards: Intermediate level, Rewards: Intermediate level, -(multisyllabic decoding)-(multisyllabic decoding)Read Naturally: tapes and CD Rom,Read Naturally: tapes and CD Rom, -(fluency)-(fluency)Drops in the Bucket/Frog GamesDrops in the Bucket/Frog Games

-(language skills)-(language skills)After School Achievers Reading ClubAfter School Achievers Reading Club - (reading strategies/language skills/comprehension)- (reading strategies/language skills/comprehension)Hampton Brown:Hampton Brown: (language Development for EL’s) (language Development for EL’s)

Guided Reading Book SetsGuided Reading Book Sets

Tier III MaterialsTier III Materials Orton Gillingham/ZoophonicsOrton Gillingham/Zoophonics Steck Vaughn Power up Steck Vaughn Power up

(intermediate CD Rom/online)(intermediate CD Rom/online) Read NaturallyRead Naturally Edmark reading (CD)Edmark reading (CD) Some students/Language focusSome students/Language focus

Increase in decodingIncrease in decoding (9 months of Tier II and Tier III labs (9 months of Tier II and Tier III labs

used WIAT GL Pseudoword decoding used WIAT GL Pseudoword decoding scores – includes spec ed students) scores – includes spec ed students)

Grade 2 10.2 monthsGrade 2 10.2 months Grade 3 9.8Grade 3 9.8 Grade 4 8.8Grade 4 8.8 Grade 5 7.9Grade 5 7.9 Over all average 9 monthsOver all average 9 months

Schedule Cont.Schedule Cont.

8:10 – 8:50 18:10 – 8:50 1stst

8:55 – 9:35 28:55 – 9:35 2ndnd

9:40 – 10:20 39:40 – 10:20 3rdrd

10:40 – 11:20 410:40 – 11:20 4thth

11:25 – 12:10 511:25 – 12:10 5thth

What We Learned!What We Learned! Both Reg ed teachers and Core team Both Reg ed teachers and Core team

had to learn to trust the datahad to learn to trust the data Don’t put too many students in labDon’t put too many students in lab

– Leave openings for students who just Leave openings for students who just moved to your school.moved to your school.

– Don’t transition students too soon. Let Don’t transition students too soon. Let long term memory kick in.long term memory kick in.

Don’t refer a child unless they have Don’t refer a child unless they have had a full year in Tier IIIhad a full year in Tier III

For More InformationFor More Information National High School Center- National High School Center-

www.betterhighschools.org National Center on RTI- National Center on RTI-

www.rti4success.org Center on Instruction- Center on Instruction-

www.centeroninstruction.org RTI WireRTI Wire www.jimwrightonline.comwww.jimwrightonline.com