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Elementary Models How does RtI look and feel at the elementary level? It doesn’t need to look the same - what makes a system RtI is that it includes the 3 components: measurement (universal screening & progress monitoring, tiered instruction, and problem solving process These are must haves but how it is carried out in one school may look different than another

Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

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Page 1: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Elementary Models

• How does RtI look and feel at the elementary level?• It doesn’t need to look the same - what makes a

system RtI is that it includes the 3 components: measurement (universal screening & progress monitoring, tiered instruction, and problem solving process

• These are must haves but how it is carried out in one school may look different than another

Page 2: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

System Supports

• RtI team - Strong leadership

• GLT - every 4 to 6 weeks

• Master Schedule that includes time for tiered instruction

• Culture of shared decision making

• Data warehouse

Page 3: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Master Schedule

• Creation of a schedule that includes time for tiered instruction may be one of the most supportive things a school can do for it’s staff and students.

Page 4: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

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A B C D E F G H I J K

Kinder 1st 2nd 3rd 4th 5th RtI Teacher

#1RtI Teacher

#2RtI Teacher

#3

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LUNCH 11:40-12:10

LUNCH 11:40-12:10

Kindergarten 12:10-12:35

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3rd Math 12:35-1:55

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Playground

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Interventions

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Page 5: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Data Warehouse

• Purpose - we can’t expect teachers to be shuffling among a bunch of paper with different data on each sheet. We need everything on one sheet if possible to make data analysis easier.

• Excel is your basic tool for summarizing data • But there is an array of products for purchase

that make data analysis a breeze.

Page 6: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Fall Winter Spring

IntensiveIntensiveIntensiveIntensive IntensiveIntensive

StrategicStrategic

BenchmarkBenchmark BenchmarkBenchmark BenchmarkBenchmark

StrategicStrategic StrategicStrategic

Target:

Total ____ Enrollment:

Grade:

Goal:

Barb Scierka, SCRED

Page 7: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Fall Winter Spring

Bobby 21-6

7

Woody 1

6-63

Edward 1

5-58

Trum

an 2

4-57

James 1

0-53

Intensive <26

17 students25%

Intensive <26

17 students25%

Intensive10 students

15%

Intensive10 students

15%

IntensiveIntensive

StrategicStrategic

Isis 3

0-86

Johan

na 35-8

5

A.S. M

arie 3

1-76

Peggy D

33-7

3

Benchmark45 students05-06 66%04-05 61%03-04 56%

Benchmark45 students05-06 66%04-05 61%03-04 56%

Benchmark47 students05-06 70%04-05 69%03-04 61%

Benchmark47 students05-06 70%04-05 69%03-04 61%

Benchmark05-06 04-05 68%03-04 54%

Benchmark05-06 04-05 68%03-04 54%

Strategic <43, >=26

6 students9%

Strategic <43, >=26

6 students9%

Strategic10 students

15%

Strategic10 students

15%

Target: 43 72 90

Total 68 67 Enrollment:

2nd grade

42

Peggy N 43-71Tom T 65-70

Goal 70%

2

10

Bollman, SilberglittScierka, SCRED

Page 8: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Tiered Instructional Model

• Remember - interventions rest on the presumption of a strong core curriculum.

• Your data tell you if your core is strong.

Page 9: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

5 2

1 7

3 1

0 %

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P e r c e n t

R o o m 2 4 3 D a t a b y T i e r

M e e t s o r E x c e e d s t h e

S t a n d a r d

P a r t i a l l y M e e t s t h e

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D i d N o t M e e t t h e

S t a n d a r d

Page 10: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

High Quality Instruction

• This goes back to the evidence base• Are we using known effective practices?• If we aren’t, is there a way to make them better -

especially in the core, if can’t purchase a new curriculum, can we beef up the core so that it is better?

• When students receive interventions, it’s no longer OK to overlook the quality of the intervention or delivery of the intervention - these are the most important variables!

Page 11: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Integrity of Implementation

• Schools psychs can push for the development of fidelity checklists

• Can help develop them - but best done as a collaborative effort someone who has expert knowledge of the interention working with someone with expert knowledge of strong instructional principles (you!)

Page 12: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

What are Evidence-Based Literacy Practices?• National Reading Panel [2000], Put

Reading First [1998], Adams [1990] - a convergence of evidence that these 5 elements must be present- Phonemic awareness- Phonics/word study- Fluency- Vocabulary- Comprehension

Page 13: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Traditional Reading Curricula

• Designed for average students

• Intervene late by modifying curricula after students fail

• Underestimate the specificity of instruction and repetition needed by diverse learners

Page 14: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Redesigned Reading Curricula

• Designed to meet students’ needs at the 10 - 40th percentile

• Specificity and repetition are built in• It’s easier for teachers to remove

elements built into a curriculum [for more able students], than to add them later for struggling students.

Page 15: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Tier 2 compared to Tier 3• Tier 2 is designed for small groups of

students who have similar needs• Often this is delivered in a ‘standard protocol’

approach - in this approach student needs are predictable, and because most schools have limited resources, they select from a menu of research based intervention curricula to meet a particular need

• Tier 3, however, becomes more individualized- this doesn’t mean that schools can not use a standard approach, but they may add to it

Page 16: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

National Math Panel • Executive Summary -some findings:

– preK-8 curricula should be streamlined and emphasize well-defined critical topics

– A combination of teacher directed vs. student directed instruction - not one way or the other way

– Must have conceptual understanding, procedural fluency, and automatic and effortless recall of facts.

– Research does not support that instruction should be either student centered or teacher directed. Some of each can have a positive impact.

– Assessment should be improved in quality and emphasize the most critical knowledge and skills leading to Algebra

Page 17: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Math

• What Works Clearinghouse rated just one elementary math curricula as having potentially positive effects (Everyday Math)

• The Center for Data-Driven Reform in Education rated 5 curricula, computer assisted instruction &/or instructional strategies as having strong effectiveness

Page 18: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

They are:

• Classwide peer tutoring

• Missouri Mathematics Program

• Peer Assisted Learning Strategies

• Student Teams-Achievement Divisions

• TAI math

Page 19: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Middle School Math• What Works Clearinghouse rated

– I Can Learn Algebra & Prealgebra

– Saxon Middle School Math

Both as having positive effects, and rated– Cognitive Tutor Algebra 1

– The Expert Mathematician

– Univ. of Chicago School Mathematics Project

As having potentially positive effects

Page 20: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

When students are not being successful

1. Look at the core curriculum - is it evidence based, does it meet the majority of students’ needs, is it being implemented as intended

2. Only then do we try Tier 2 - is it evidenced based? Matched to student needs? Implemented with fidelity?

Page 21: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

How long should we implement intervention?

Page 22: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

• Cautions from George Batsche:– Different skills/content require different time frames for

acquisition. – Assessments are more/less sensitive and timelines place

artificial expectations on assessment sensitivity and usefulness.

– A student response to instruction/intervention (rate) should inform time (and intensity) in instruction/intervention.

– Timelines assume all instruction can be delivered with the same impact in the same time, that all assessments can assess change at a uniform rate, and that student data and professional judgment are less important than “how long” a student should get an intervention.

– Timelines have the potential to increase the risk that a student remains in an intervention for that particular timeline, even if no evidence exists that the instruction/intervention is working.

Page 23: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

One last system support

• Professional development for staff should be directly linked to student needs.

• The data tell us what our students strengths and weaknesses are.

• As educators, we need to focus our own development on what the data indicate students need in terms of instruction instruction

Page 24: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Facilitation

Page 25: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Meeting facilitation - another role for school psychologists

• Building RtI team

• Grade level teaming

Page 26: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

PurposeGrade Level Data Review, Analysis,

and Intervention Planning

Define Tier Cut-Off Scores

& Review Triangle

Data

Group Students According to Tiers & Needs

Review Interventions

& Match to Students’

Needs

Review Resources &

Match to Interventions

Create Updated Intervention

Plan for Each Tier

Grade Level Meetings

Courtesy of D204Courtesy of D204

Plan

Implementation

Page 27: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Fall Grade 3 Data:Students of Concern

GradeMAP Reading Fall 07-08 2008 RIT ScoreMAP Reading Fall 07-08 2008 PercentileOral Reading Fluency Fall Benchmark 2008 RAW SCOREOral Reading Fluency Fall Benchmark 2008 Number of Errors% Accuracy ORF3 181 33 66 5 93%3 180 31 92 1 99%3 179 33 24 3 89%3 177 31 73 5 94%3 175 16 35 8 81%3 173 33 56 1 98%3 172 27 80 11 88%3 172 12 69 5 93%3 171 11 52 6 90%3 170 10 43 5 90%3 165 31 48 5 91%3 165 7 27 5 84%3 162 5 10 9 53%3 149 1 13 8 62%

Page 28: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

10th %ile10th %ile

90th %ile90th %ile

75th %ile75th %ile

50th %ile50th %ile

25th %ile25th %ile

Student is above the90 %ile and is well above average.

Student is above the90 %ile and is well above average.

TargetTarget

____________________________________Box and Whisker Charts

Page 29: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

MPS box plotfor grade level

Page 30: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Building RtI teams

• The problem solving process needs nurturing

• You can use agenda or forms to guide the process

• Well-oiled teams may not need either after working together and solving problems

Page 31: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Clearly defined roles of team members

Page 32: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Think, Pair, Share

What are qualities of good meeting facilitators?

Page 33: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Facilitation “Quiz”

Page 34: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Agendas

• See handout

Page 35: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Problem Solving

• As a school psych you can be very instrumental in – developing a well-defined problem

identification statement – as well as helping teams through problem

analysis and generating relevant hypotheses for developing a plan

Page 36: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Student: ____________________________________________ Date Form Completed: ____________________________________

St e p 3: Ind icate selecte d hypo t hesi s (cir cle or bold type ). Selecte d hypo t hesi s mu st ha ve conve r gen t da t a to suppor t inc ludi n g qua n titat ive da t a.

S tep 1: Lis t al l h ypothes is regar d in g caus e or func t ion of pri oritized probl em:

S tep 2: Lis t al l rele van t dat a t o suppo r t or refute ea ch hypo t hesi s lis ted

HYPOTHESES

R REVIEW

I INTERVIEW

O OBSERVE

T TEST

I

INSTRUCTION

1.

2.

3.

Instructional approaches, pacing, dif ficulty, class schedule, attendance, lesson plans

Expectations, alignment of instruction and curriculum, preferred practices, teachers philosophical orientation

Effective teaching practice, evidence of teacher expectations, modification of materials, classroom routines and behavior management

Aggregated peer performance on class assessments, class standing on district or statewide assessments, Checklists and questionnaires.

C

CURRICULUM

1.

2.

3.

Permanent student products, scope and sequence of lessons, Curriculum materials, books, worksheets, curriculum guides

District policy regarding adoption and use of curriculum materials, philosophical orientating of curriculum

Alignment of curriculum and materials, use of mandated curriculum, use of modified materials, assignments, assessments

Level of assignments and curriculum diff iculty

E

ENVIRONMENT

1.

2.

3.

Reports about school rules, class size, policy on disruptive behavior, peer’s work

Classroom routines, rules, behavior management plans, expectations

Physical environment, interaction patt erns, opportunity to learn, distractions,

Classroom environment scales (TIES), Aggregated peer performance on class assessments

L

LEARNER

1.

2.

3.

Health records, student work, teacher intervention records

Int erviewees perception of the problem, significance to student and peers, patt erns of behavior, current knowledge and skill

Present levels of performance, targets for instruction, nature and dimensions of target behavior, response to interventions, interaction patterns

CBM, classroom tests, norm-referenced tests, self-reports

Page 37: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

Let’s do one together

• Problem ID - Joe, a 2nd grader is reading 27 cwpm when he is expected to be reading 52 cwpm

• Where do we begin in PA?

Page 38: Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the

BREAK