A SMALL SCHOOL APPROACH TO RTI

“Student Failure without Intervention is Academic Malpractice”

Response to Intervention

Identifying and providing high quality instruction and research-based interventions matched to students needs

Measuring rate of improvement over time to make important educational decisions- Progress Monitoring

Educators use ongoing student performance data to determine if an intervention is working. If it is not, it is time to do something different.

Road to SuccessYear 1

Reading Implementation

June

Sept

Intro to RTI Seminar

RTI Summer Workshop

Problem Solving Teams Formed

Grade Level Teams Exercised

August

All Certified Staff Trained in AimsWeb

Sept

100% Universal K-8 Assessments Oct

Intensive Monitoring BeginsOct

Data Becomes RelevantNov

Intervention ArchivingNov-May

Warm and FuzzyMar-May

RTI WorkshopJune

Sept 90 Minutes of Reading Daily Built into Schedule

Keys to Successful Implementation You must have staff buy-in

◦ AYP Set Aside◦ Staff Development

The Principal must be the leader◦ Actively engaged◦ SME

Eat the Elephant one bite at a time◦ Phase implementation 4-5 years

Reading Math PBIS

3 Legs--Must All Be in Place ◦ Assessment◦ Instruction◦ Problem Solving

Pick the right person to lead PST and GLT-don’t leave it to chance

Role of the Principal

Sets vision for problem-solving/RtI process

Takes things off of the plate for teachers

Supports development of expectations

Responsible for allocation of resources

Facilitates priority settingEnsures follow-upSupports program evaluationMonitors staff support/climate

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

CHANGE

+ +

++

HOW SUCCESSFUL?

oTHE JURY IS OUToBUT…oLESS SPED REFERRALSoMOST STUDENTS MET GROWTH GOALS

oTEACHERS FEEL LIKE THEY ARE MAKING A HUGE DIFFERENCE

RTI Comments from Laporte Staff“There really is no child left behind. Teachers

are held accountable for each and every student.”

“Differentiated instruction takes place at the whole group and the individual level”

“We were successful because you made it the priority for the school.”

“I had underestimated the abilities of my special education students. RTI has helped me to challenge them at their ability level instead of my perceived level for them.”

“This is the best reform that I have done in over 20 years of teaching.”

WHY READING?

If you cannot read—you cannot do modern math

Fit into our systemAligned with our curriculum review cycle

We had a reading specialist on staff

BIG IDEAS IN READING(National Reading Panel)

PHONEMIC AWARENESSPHONICSFLUENCYVOCABULARYCOMPREHENSION

WHY AIMSweb?

It provides the system for organizing data

It provides the tools for universal screening and progress monitoring

It is teacher friendly and easy to useGOM that correlates almost 1-1 with the MCA II

Denny paid for it for the first 3 years!

AIMSwebAIMSweb is a 3-tier Progress

Monitoring System based on direct, frequent, and continuous student assessment which is reported to students, parents, teachers, and administrators via a web-based data management and reporting system for the purpose of determining response to instruction

www.aimsweb.com

GOM’s from other fields

Medicine measures height, weight, temperature, and/or blood pressure as an indication of general health.

Federal Reserve Board measures the Consumer Price Index

Wall Street measures the Dow-Jones Industrial Average

Companies report earnings per share

McDonald’s measures how many hamburgers they sell as an indication of company’s success

Reading measures Oral Reading Fluency as an Indication of general reading achievement/reading health.

Aimsweb Literacy Measures:

•Letter Naming Fluency •Letter Sound Fluency•Phoneme Segmentation Fluency•Nonsense Word Fluency•Oral Reading Fluency

Ear

ly L

iter

acy

Stepping Stones of Literacy

Preschool Kindergarten

1st Grade 2nd Grade 3rd Grade

Letter Sound

Letter Naming

Phoneme Segmentation

Nonsense Word

Oral Reading Fluency (CBM-Reading)

Aimsweb Literacy Measures

g N E Y R l V d H ZN d x S C n j H s SE n G h c i h B b OY F p D L i q c D QR v F J Z M P o p ul G A f V B P k m IV M e r y z a L U Ad y q v w u T w N UH j K e r X T z Y XZ x f m W W s J I kl E R K g N E Y R l

1. Aimsweb Letter Naming Fluency(Measures the number of letters a student can name

in one minute.)

Here are some letters. Begin here (point to the first letter) and tell me the names of as many letters as you can. If you come to a letter you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.

In general, does the student have automaticity?fluency of naming?

g N E Y R l V d H ZN d x S C n j H s SE n G h c i h B b OY F p D L i q c D QR v F J Z M P o p ul G A f V B P k m IV M e r y z a L U Ad y q v w u T w N UH j K e r X T z Y XZ x f m W W s J I kl E R K g N E Y R l

2. Aimsweb Letter Sound Fluency(Measures the number of letter sounds a student can

name in one minute.)

Here are some letters. Begin here and tell me the sounds (with emphasis) of as many letters as you can. If you come to a sound you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.

In general, can the student efficiently convert the visual symbol into an auditory one..with automaticity?

3. Aimsweb Phoneme Segmentation Fluency(Measures the number of phonemes students can

segment in 1 minute.)bad that mine coat meet wild woke fat side jet land beach

/b/ /a/ /d/ /TH/ /a/ /t/ /m/ /ie/ /n/ /k/ /oa/ /t/ /m/ /ea/ /t/ /w/ /ie/ /l/ /d/ /w/ /oa/ /k/ /f/ /a/ /t/ /s/ /ie/ /d/ /j/ /e/ /t/ /l/ /a/ /n/ /d/ /b/ /ea/ /ch/

lock pick noise spin ran dawn sign wait yell of wheel globe

/l/ /o/ /k/ /p/ /i/ /k/ /n/ /oi/ /z/ /s/ /p/ /i/ /n/ /r/ /a/ /n/ /d/ /o/ /n/ /s/ /ie/ /n/ /w/ /ai/ /t/ /y/ /e/ /l/ /o/ /v/ /w/ /ea/ /l/ /g/ /l/ /oa/ /b/

Total

______/6 ______/6 ______/6 ______/7 ______/6 ______/7 ______/6 ______/6 ______/6 ______/5 ______/7 ______/7 ______/75

I am going to say a word. After I say it, you tell me all the sounds in the word.

So, if I say, “sam,” you would say /s/ /a/ /m/.

Let’s try one. (one second pause). Tell me the sounds in “mop”

Ok. Here is your first word.In general, does the student understand that words can be broken into its component phoneme/parts?

4. Aimsweb Nonsense Word Fluency(Measures the number of phonemes students

can read in 1 minute.)

Here are some more make-believe words (point to the student probe). Start here (point to the first word) and go across the page (point across the page). When I say, “begin”, read the words the best you can. Point to each letter and tell me the sound or read the whole word. Read the words the best you can. Put your finger on the first word. Ready, begin.

In general, does the student have automaticity with mapping/recalling the sound-letter relationships?Can they ‘CRACK THE CODE’?

kik woj sig faj yis kaj fek av zin zez lan nul zem og nom yuf pos vok viv feg bub dij sij vus tos wuv nij pik nok mot nif vec al boj nen suv yig dit tum joj yaj zof um vim vel tig mak sog wot sav

5. Aimsweb CBM Oral Reading Fluency(Measures student’s ability to read grade level

passages accurately and fluently.)

Please read this (point) out loud. If you get stuck, I will tell you the word so you can keep reading.

When I say, “stop” I may ask you to tell me about what you read, so do your best reading.

Start here (point to the first word of the passage). Begin. In general, has the student developed automatic phonemic awareness, phonics skills, and word recognition skills to be a fluent and comprehending reader?

The Robin’s Nest

There was a robin’s nest outside our kitchen window. The

nest was in a tall bush. The mother robin sat in the nest all day

long. One day when I was watching, the mother bird flew

away. I saw the eggs she was sitting on. There were four blue

eggs.

I watched and watched. The eggs moved. I watched some

more. The eggs started to crack. Finally, the eggs hatched. I

saw four baby birds. The baby birds opened their beaks wide.

I heard them peeping. Soon the mother bird came back. Then

the mother robin put worms in their mouths.

Every day I watched the baby birds and their mother.

Pretty soon the babies were so fat there was no room for the

mother. Then one morning the nest was gone from the bush.

DIBELS Oral Reading Fluency First Grade Benchmark 2 © 2001 Dynamic Measurement Group Revised: 03/28/02

Box & Whiskers Graphs (box plots): A Brief Explanation

AIMSweb commonly uses box plots to report data.This chart will help familiarize yourself with box plots:

Consider bell-curve. Box plots are somewhat similar in shape and representation.

75th percentile

Median (50th percentile)

25th percentile

90th percentile

10th percentile

outlier

Average range of

population included in

sample.Below Average

Range

Above Average Range

Benchmark(Tier 1): 3x per year

Strategic Monitoring (Tier 2): 1x per month for select studentsat risk for educational difficulties

Progress Monitor(Tier 3): Intensive assessment with adjustable frequency that matches need

(All identifying information and scores are fictitious.)

For Teachers: Classroom Report

Grade-Level MeetingsTeams hold meetings at least

monthlyTeachers review data on all

students of concernTeams make decisions about

resourcesTeams make decisions about

interventionsTeachers use Problem-Solving

process

Grade Level Meeting 3,4,5,6Aug. 31, 2009

 

Criteria for intervention: MCAII results; Tier II partially meets standard; Tier III does not meet standard; for students coming from 2nd grade we are using MAP scoring: below the 50th percentile students are Tier II; more than one standard deviation below the 50th they are Tier III.

  Students identified as needing interventions (Tier III are being referred to PST) Grade 3, Tier II: Kris, Mark Grade 3, Tier III: Allie, Billy, Sam(sped) Grade 4, Tier II: Hanna, Nate, John (sped), Joan (sped) Grade 4, Tier III: Greg (sped) Grade 5, Tier II: Harvey, David (sped), Bobby, Char (sped), Lee Grade 5, Tier III: Hal, Emma Grade 6, Tier II: Ryan, Larry, Quinn, Kate (sped) Grade 6, Tier III: Jeff B, Kari, Darrin(sped)  Standard Interventions: Comprehension: background knowledge (KWL, Youtube); agree/disagree; $2 summary Phonetics: write it down; duet reading; echo reading   Logistics for interventions: Londa grade 3; Natascha, Dawn, Paras 12:30-1:15 initially Core class groups to stay the same   Challenge top readers: (criteria: MCA II Exceeds Standard; Teacher discretion) Grade 3: Rebecca, Kiah, Amber, Sophia Grade 4: Erika, Andrew S., Alissa, Claire, Marley, Alana, Haley Grade 5: Alex, Emma, Kalei, Kayla, Zach H., Shelby, Kyle Grade 6: Cody, Sydney, Jesse, Kyle, Jack Ideas for challenging: AR point wall with rewards/awards; literature circles with final projects, National Geography Bee, Gifted and Talented ideas   Goal for next year’s results: Currently, 68% of elementary students met or exceeded state standards on the MCA II; the state average was

72%; next year’s goal: 73% or higher   Next Grade Level meeting: Wed. Sept. 30, 9:20-10am   Communication: email above notes to all involved staff and admin.      

Problem Solving TeamsThe Key to successful intervention

“stickwithitness”Weekly Meeting

◦Data collection◦Data Review◦ Intervention implementation◦Protocol Integrity Check◦Evaluate Plan

AIMSweb is the basis for discussionPrincipal must play a role early

Steps of the Problem-Solving Process

2. Analyze the Problem: Why is it

Happening?

3. Develop a Plan:

What are we going to do?

4. Implement the Plan:

Carry out the intervention

5. Evaluation the Plan:

Did the plan work?

1. Define the Problem:

What is the Problem?

Credit: SCRED

Where to Find Evidence-Based InterventionsReading First Centers

Florida Center for Reading Research www.fcrr.org/FCRRReports/reportslist.htm

Texas Vaughn Gross Center for Reading and Language Arts www.texasreading.org/utcrla/

U. of Oregon IDEA (Institute for the Development of Educational Achievement) Big Ideas of Reading Site www.reading.uoregon.edu/

The What Works Clearing Houseies.ed.gov/ncee/wwc/

QUESTIONS?