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Extend RtI systems thinking from reading
Create priorities around new content areas
Discuss RtI systems for Math, Writing, Behavior
Be sure your foundation is secure •Data based teaming•Leadership•Professional Development
1.Universal screener2.Core curriculum and
instruction 3.Decision rules and protocol4.Progress monitoring5. Interventions
Link between academics and behavior
Students who are engaged in their learning display engaged behavior
Disruptive behavior and disrupted learning often go hand in hand
“For each 10-point increase in DIBELS PSF (spring grade 1), the probability of receiving multiple ODRs in Grade 5 decreased by 29%.” (McIntosh, 2006)
First Step To Success Screener
Phoneme Segmentation Fluency
Office Discipline Referrals (ODR)
Counselor referrals
Health Room visits
Attendance Reports
Suspension/Expulsion Data
Oregon Healthy Teens Survey (middle school)
P.B.I.S.B
e SafeB
e KindB
e RespectfulB
e Responsible
More than 20% of students with 2+ ODRs
•revisit the core PBS instruction
More than 30%of ODRs occur in 1 location
•re-teach specific common area behavior expectations•acknowledge/reward positive behavior•correct inappropriate behavior immediately
More than 40% of ODRs in classroom
•re-teach classroom expectations•increase professional development in classroom management•revisit core instruction in specific classrooms
K/1: 1x/week PSF & Behavior Intervention Data.
K-12: Behavior data from Check & Connect programs.
K-12: More than 5 absences, or more than 3 counseling or discipline referrals, in a 30-day period.
K-12: Progress on individual behavior goals or Behavior Support Plan.
Tier 2
Data: Referrals, CI/CO card, Teacher Reports, Observations
Functional Behavior Assessment:
May be a short form. Target 2-3 behaviors.
Behavior Plan:
Friendship Groups Check-in / Check-out program Referrals to community resources
Tier 3
Data:
Individualized Data System
Functional Behavior Assessment:
Complex analysis based on file reviews, observations, and assessments
Targets multiple behaviors
Behavior Plan: Highly Individualized Support Strategies.
Increased supervision throughout the day May include safety protocols Staff training
"Why should I have to teach kids to be good? They already know what they are supposed to do. Why can I not just expect good behavior?"
The Math Measures:K-1: Missing Number (CBM)Grades 2-5: Computation (CBM)
Both are by AIMSweb
Missing Number
K & 1 assessment
One minute assessment
Individually administered
Quantity Discrimination
K & 1 assessment
One Minute assessment
Individually administered
Number Identification
K & 1 assessment
One Minute assessment
Individually administered
Computation
5th grade example
1-5 grade
Grows in complexity through the grades
Two to four Minute assessment (depending on grade)
Scored on digits correct
Group administered
Monitoring Basic Skills
4th grade example
2-5 grade
Grows in complexity through the grades
Four to eight minutes (depending on grade)
Scored on correct answers (some have multiple answers)
Group administered
National Mathematics Advisory Panel Final Report, 2008
Curricular Content moving toward algebra
Teacher Proficiency
Conceptual Understanding
Fluency and Automaticity
Problem Solving
InterdependeInterdependent and nt and
mutually mutually reinforcingreinforcing
Depth Breadth
Focus + Coherence =
Curricular Content
CBMs are given every other week
Trained instructional assistants will complete progress monitoring
Review trend lines every 12 weeks
We need a longer intervention period because growth on math CBMs happens in small increments
Look at rates of growth published by AIMSWeb
Emphasis on research-based instructional strategies (not “programs”)
Increase opportunities to practice a skill correctly
Guided practice (“I do, We do, You do”) Correction routine
There are few research based curricula available
Formative Assessment + Team Problem Solving
Tutoring
Increase Guided Practice
Up to 20 minutes Tier II30 minutes Tier III
Tier II Interventions for Math (Within the Core)
Kindergarten Increased teacher attention during math
Grades 1-5 10 minutes of additional guided practice
per day OR 10 minutes of Computer Assisted
Instruction (CAI) per day
Tier II & III: Research on Best
PracticesB
aker, Gersten, and Lee, 2002Demonstrated, significant effects for:
Progress monitoring feedback, especially when accompanied by instructional recommendations
Peer Assisted Learning Explicit teacher led and contextualized teacher
facilitated approaches Concrete feedback to Parents
Strong Evidence of Effectiveness
Slavin, 2007
Classwide Peer TutoringMissouri Mathematics ProgramPeer Assisted Learning StrategiesStudent Teams-Achievement Divisions
Team-Accelerated Instruction
“the general concept of automaticity. . . is that, with extended practice, specific skills can read a level of proficiency where skill execution is rapid and accurate with little or no conscious monitoring … attentional resources can be allocated to other tasks or processes, including higher-level executive or control function”
(Goldman & Pellegrino, 1987, p. 145 as quoted in Journal of Learning Disabilities, “Early Identification of Students with Math Disabilities,” July/August 2005 p 294
Student complete total words written CBM
Below 30th percentile placed in Tier II
Emergent/Pre-writing level on the report card are red flagged
Kindergarten and first grade
Student complete total words written and correct word sequences CBM
Below 30th percentile placed in Tier II
Student receiving 1’s or 2’s in Organization, Conventions,
and Sentence Fluency
Student scoring below the 30th percentile on OAKS
Second through fifth grade
CBM Written Expression
Group or individual administration
Story starter
One minute to plan & three minutes to write storyHeartland AEA: CBM 2001
Story Starters
Cross-Age Suitable for All Benchmark Grades
1. I couldn’t fall asleep in my tent. I heard this noise outside and …
2. My father sold his store last year and my whole family …
3. All during the day I was nervous. I ran home at 3:00. When I got home …
Correct Writing Sequences
A correct writing sequence refers to two adjacent writing units (word/word or word/punctuation) that are acceptable within the context of what is written.
The term “acceptable” means that the writing sequence is syntactically and semantically correct.
Heartland AEA: CBM 2001
Probes are given every other week
Trend lines are reviewed every 12 weeks
Scoring
Total words written: fluency Correct writing sequences: fluency and
mechanics
Tier 2
K: ERI
1-5:
Increased teacher attention during core writing instruction More guided practice
Who delivers:
K: Reading interventionist 1-5: Classroom teacher
Tier 3
K: ERI and Language for Learning
1-5:
Core plus 20 minute weekly session focused on guided practice
Who delivers: K: Reading Interventionist 1-5: Grade Level Team
Quantity produces quality. If you only write a few things, you’re
doomed.
Ray Bradbury
