Response to InterventionARE WE ALL ON THE SAME PAGE Why Is Response To Intervention A Good Thing? What Does It Replace? What Are The Roots of RTI? How Long Does It Take To Fully Implement

Response to Intervention:

You’re Up and Running, But How Do You Sustain This Educational

Movement?

HOW TO SUSTAIN THE RTI MODEL

Presented by Joe Cline, Educational [email protected]

Educational History

• 1997 – 3rd Grade Test Scores 25th %ile

• 1998 – Larry Lazot – Site Based Management Training & Team Development - Early Literacy Intervention Training

• 1998 – 1999 – Teacher Leadership Academy

• 1999 – Gained an Instructional Leader

• 2000 – Co-chair in the Development of School Improvement Teams2000 Co chair in the Development of School Improvement Teams

• 2001 – School-Wide Title I Process/Curriculum Mapping

• 2003 – Reading First

• 2004 – Building Literacy Coach

• 2004 – 2007 Response To Intervention

• 2007 – 3rd Grade Test Scores 80th %ile, Outstanding Title I School Award

• 2011 – 3rd Grade Reading Scores 84th %ile, Math Scores 83rd %ile

www.warren.k12.in.us Hawthorne School

GOALS FOR THIS SESSION

Are We All On The Same Page? Collaboration…Does Your School Have It? Getting Back To Basics Surveys/Questionnaires Speak Volumes Book Reads Keep The Masses Focused Intervention Research “Analyze This” A Student Scenario For Your Staff

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ARE WE ALL ON THE SAME PAGE

Why Is Response To Intervention A Good Thing? What Does It Replace? What Are The Roots of RTI? How Long Does It Take To Fully Implement The

RTI Model In A K-5 Building? Do Parents Have A Role In The RTI Model?

COLLABORATION…DO YOU HAVE IT?

Why Is Staff Collaboration An Integral Part Of RTI?

What Is Your Role in the Collaboration Building Process?Process?

What Collaboration Building Activities Have You Been Involved With In Your School?

What Do You Do With Those Staff Members Who Refuse To Work In A Collaborative Setting?

COLLABORATION SABOTEURS…WHAT CAN YOU DO?

Brock, B., Grady, M. (2009). From Difficult Teachers…to Dynamic Teams. Thousand Oaks, CA: Corwin Press.

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GETTING BACK TO BASICS

Are You Provided With A Fact Sheet To Be Completed On Each Student For The Following Areas?

Medical HistoryEducational DATA HistoryPast RTI Information (if applicable)Past GradesInterest SurveyPast Pertinent Teacher InformationParent Communication/Information

SURVEYS/QUESTIONNAIRES SPEAK VOLUMES

Whitten, E., Esteves, K., Woodrow, A. (2009). RTI Success…Proven Tools and Strategies for Schools and Classrooms. Minneapolis, MN: Free Spirit Publishing.

GETTING BACK TO BASICS

Are You Working Within A Schedule Conducive To The RTI Model with Adequate Intervention Times?Times?

Do You Have Adequate Staff Development Throughout The Year? And if so, how does that occur?

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SURVEYS/QUESTIONNAIRES SPEAK VOLUMES Do You Feel That Your Fellow Staff Members Understand The

RTI Model? What About New Staff Members? Can You Name All Of The Current Intervention Tools Used By

The Staff? Do you know where to find them? Do You Understand The Intervention Processes?

C Y N Th S ifi P M it i T l U d B Can You Name The Specific Progress Monitoring Tools Used By Your Fellow Staff Members? Do you know where to find them?

Do You Know If The Current Intervention Tools and Assessments Are Meeting Your Current Student and Fellow Staff Needs?

Do You Feel That The Current Staff Development Is Effective? How Does The Parent Population Stay Informed About The RTI

Model As It Is Currently Used In Your Building?

BOOK READS KEEP THE MASSES FOCUSED

Are You And Your Fellow Staff Members Involved In Book Reads Two To Three Times Per Year?

Hasbrouck, Jan (2010). Educators as Physicians…Using RTI Data for Effective Decision-Making. www.gha-pd.com.

Bender, W & Shores, C (2007). Response To Intervention-A Practical Guide for Every Teacher.Thousand Oaks, CA: Corwin Press.



Weekly Chapter Book Discussions…..Promoting Staff COLLABORATION Staff COLLABORATION

Byham, William C. ( 1992). Zapp! In Education. New York, NY: Fawcett Books.

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Standard Protocol Scenario I

Perla, a 3rd grader, can decode and has no phonemic issues but her fluency levels and comprehension levels were in the 20th %ile compared to other students at her grade level.

Perla had been using Open Court Reading for her first three years, which is research‐based

The reading specialist, Dr. Drako, and Mrs. Drewry recommended continuing Open Court, but to also using a CBM measurement with two‐minute reads for the next six‐week period. Tier I intervention

With reading specialist observations and progress monitoring, there was little gain—30 wcpm.

Dr. Drako, the reading specialist, recommended to Mrs. Drewry that Perla begin a tier II intervention using Read Naturally (Read Naturally, Inc., 2006, St. Paul, MN). The curriculum had been scientifically validated and approved for RTI intervention.

Perla used the software version of Read Naturally for 6 weeks.

Perla’s fluency levels went from an average of 30 wcpm to 45 wcpm, and her comprehension scores went from 3‐5 questions correct to 9‐10 questions correct.

Perla did not manifest a learning disability; rather, she needed an intervention and a reading program that addressed her reading deficits more directly than Open Court Reading.

Dr. Drako made two classroom observation during Open Court Reading instruction and tier II observations. (Without a Reading Specialist in the building, this becomes the responsibility of the Principal.)

Bender, W. N. and Shore, C. (2007). Response to Intervention—A Practical Guide for Every Teacher. Thousand Oaks, CA: Corwin Press.

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Weekly Chapter Book Discussions…..Promoting discussions on behavior issues discussions on behavior issues

Anderson, Laurie Halse, (2003). Speak. New York, NY: Penguin Putnam Inc.



Weekly Chapter Book Discussions…..Promoting discussions on behavior issues discussions on behavior issues

Brown, Jennifer, (2010). Hate List. New York, NY: Little, Brown and Company.



Weekly Chapter Book DiscussionsB k k B k T lk Bookmark Book Talks

Kouzes, James M. & Posner, Barry Z. (1997). The Leadership Challenge. San Francisco, CA: Jossey-Bass Publishers.

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Weekly Chapter Book DiscussionsB k k B k T lk Bookmark Book Talks

Recorded Text



Weekly Chapter Book Discussions Bookmark Book Talks Recorded Text Summer Reads

Miller, Debbie. (2008). Teaching With Intention: Defining Beliefs, Aligning Practice, Taking Action, K-5. Portland, Maine: Stenhouse Publishers.

INTERVENTIONS RESEARCH

Intervention Research Committee Summer Pair/Share School Visits Educational Conferences

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ANALYZE THIS…A STUDENT SCENARIO


Chris is a 3rd grader. Chris reads a word at a time and does

not comprehend 3rd grade material. Chris is easily frustrated. Big words cause him to shut down.

Following The RTI Model … What Do You Do?


Initial Assessment….DRA or Running Record….Reads at a 2.0 Instructional level

Tier I Monitoring of Core Program growth in site wordsgrowth in site words….Not acquiring sight words as compared to other classmates

Benchmark Assessment…. Chris falls in the 39th %ile when compared to other students at grade level on National Fluency Norms.


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RFBA Teacher Reports

Student details


Analysis of 40 words during 3-passage assessment….missed 14 r-controlled vowel words and 3 diphthongs.

Phonics Diagnostic Phonics Diagnostic Assessment….failed assessment in the diagraph & diphthong categories



Chris needs an intervention in Fluency … but what?

Chris needs an intervention in Phonics … but what?


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Copyright © 2011 Read Naturally, Inc. Presentation PacketRead Naturally's Reading Assessments

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Presentation Packet Copyright © 2011 Read Naturally, Inc.Read Naturally's Reading Assessments

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Presentation Packet Copyright © 2011 Read Naturally, Inc.Read Naturally's Reading Assessments

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Progress Monitoring using a Tier II intervention

Establishing an aim line of t tiexpectation

WCPM

90

80

70

60

Chris

weeks 0 2 4 6 8 10 12 14 16 18 20

60

50

40

30

Cha

nge

Inst

ruct

ion

Cha

nge

Inst

ruct

ion


Fall – Benchmark Results WCPM = 60National % = 3950% = 71 WCPM

Winter – Benchmark Results WCPM = 85National % = 4350% = 92 WCPM

RFBA Spring Report

Is Chris making progress?

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Presentation Packet Copyright © 2011 Read Naturally, Inc. Read Naturally's Reading Assessments

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QUESTIONS

Thank You for attending. Please turn in the evaluation. For follow-up questions contact me at:

[email protected] or contactRead Naturally for product information at:1-800788-4085.

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BibliographyAdams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT

Press.

Borenstein, M., & Rothstein, H. (1999). Comprehensive meta-analysis: A computer program forresearch synthesis. Englewood, NJ: Biostat.

Davidson, M., Blake, G., & Towner, J. (1998). Findings from the second-grade reading testing pilotprogram. Bellingham, WA: Applied Research and Development Center, Western WashingtonUniversity.

Davidson, M., Myhre, O., & Towner, J. (1999). Victory 1000 final report: Phases I, II, and III.Bellingham, WA: Applied Research and Development Center, Western Washington University.

Davidson, M., Stage, S., & Towner, J. (1999). Second grade testing follow-up study. Bellingham, WA:Applied Research and Development Center, Western Washington University.

Davidson, M., & Towner, J. (2001). The reliability, validity, and applications of oral reading fluencymeasures. Paper presented at the meeting of the Society of the Scientific Study of Reading,Boulder, CO.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, C., & Germann, G. (1993). Formative evaluation ofacademic progress: How much growth can we expect? School Psychology Review, 22(1), 27–48.

Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator ofreading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading,5(3), 239–256.

Hasbrouck, J., & Tindal, G. (2006). Oral reading fluency norms: A valuable assessment tool forreading teachers. The Reading Teacher, 59(7), 636–644.

Heistad, D. J. (1998). A district-wide, individually administered oral reading assessment in firstgrade: Technical adequacy and standards-based reporting. Paper presented to American EducationResearch Association Annual Conference, San Diego, CA.

Jenkins, J. R., Zumeta, R., Dupree, O., & Johnson, K. (2005). Measuring gains in reading ability withpassage reading fluency. Learning Disabilities Research and Practice, 20(4), 245–253.

Marston, D., & Magnusson, D. (1985). Implementing curriculum-based measurement in special andregular education settings. Exceptional Children, 52(3), 266–276.

Towner, J., Davidson, M., & Howell, K. (2001). Evaluating an oral reading fluency cut-score toidentify second grade children who are at risk for reading failure. Bellingham, WA: AppliedResearch and Development Center, Western Washington University.

Trummer, W. E., Herriman, M. L., & Nesdale A. R. (1988). Metalinguistic abilities and beginningreading. Reading Research Quarterly, 23, 134–158.

Walsh, D. J., Price, G. G., & Gillingham, M. G. (1988) The critical but transitory importance of letternaming. Reading Research Quarterly, 23, 108–122.

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Bibliography

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Borenstein, M., & Rothstein, H. (1999). Comprehensive meta-analysis: A computer program for research synthesis. Englewood, NJ: Biostat.

Davidson, M., Blake, G., & Towner, J. (1998). Findings from the second-grade reading testing pilot program. Bellingham, WA: Applied Research and Development Center, Western Washington University.

Davidson, M., Myhre, O., & Towner, J. (1999). Victory 1000 final report: Phases I, II, and III. Bellingham, WA: Applied Research and Development Center, Western Washington University.

Davidson, M., Stage, S., & Towner, J. (1999). Second grade testing follow-up study. Bellingham, WA: Applied Research and Development Center, Western Washington University.

Davidson, M., & Towner, J. (2001). The reliability, validity, and applications of oral reading fluency measures. Paper presented at the meeting of the Society of the Scientific Study of Reading, Boulder, CO.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, C., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22(1), 27–48.

Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239–256.

Hasbrouck, J., & Tindal, G. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636–644.

Heistad, D. J. (1998). A district-wide, individually administered oral reading assessment in first grade: Technical adequacy and standards-based reporting. Paper presented to American Education Research Association Annual Conference, San Diego, CA.

Jenkins, J. R., Zumeta, R., Dupree, O., & Johnson, K. (2005). Measuring gains in reading ability with passage reading fluency. Learning Disabilities Research and Practice, 20(4), 245–253.

Marston, D., & Magnusson, D. (1985). Implementing curriculum-based measurement in special and regular education settings. Exceptional Children, 52(3), 266–276.

Towner, J., Davidson, M., & Howell, K. (2001). Evaluating an oral reading fluency cut-score to identify second grade children who are at risk for reading failure. Bellingham, WA: Applied Research and Development Center, Western Washington University.

Trummer, W. E., Herriman, M. L., & Nesdale A. R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134–158.

Walsh, D. J., Price, G. G., & Gillingham, M. G. (1988) The critical but transitory importance of letter naming. Reading Research Quarterly, 23, 108–122.Bender, W.N. & Shores, C. (2007). Response to Intervention-A Practical Guide for Every Teacher-. Thousands Oaks, CA: Corwin Press.

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Other References

Buffum, A., Mattos, M. & Weber, C. (2009). Pyramid Response to Intervention. Bloomington, IN: Solution-Tree press.

Byham, W.C. (1992). Zapp! In Education. New York, NY: Ballantine Books press.

Cunningham, P.M. & Allington, R.L. (1994). Classrooms That Work. New York, NY: Harper Collins.

Danielson, C. (1996). Enhancing Professional Practice A Framework for Teaching. Alexandria, VA: ASCD Publication.

Fogarty, R. (1995). Best Practices for the Learner-Centered Classroom. Arlington Heights, IL: Skylight Publishers.

Harper A. & B. ((1999). Skill-Building For Self-Directed Team Members. New York, NY: MW Corporation.

Harvey, S. & Goudvis, A. (2000). Strategies That Work. Portland, Maine: Stenhouse Publishers.

Hasbrouck, J. (2010). Using RTI Data for Effective Decision-Making Educators as Physicians. Wellesley, MA: Published by Gibson Hasbrouck & Associates.

Kouzes, j.m. & Posner, B.Z. (1997). The Leadership Challenge. San Francisco, CA: Jossey-Bass Publishers.

Lipson, M.Y. & Wixson, K.K. (2010). Successful Approaches to RTI. IRA publishers.

Mellard, D.F. & Johnson, E. (2008). RTI A Practitioner’s Guide to Implementing Response to Intervention. Thousands Oak, CA: Corwin Press.

Wong, H. & R. (1998). How To Be An Effective Teacher The First Days Of School. Mountain View, CA: Harry K. Wong Publications.

Websites to evaluate Intervention Tools

http://www.fcrr.org

http://reading.uoregon.edu/curricula/or_rfc_review_2.php

http://www.nctm.org

http://www.k8accesscenter.org

http://www.w-w-c.org

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Response To Intervention Presentation Evaluation

Position (Check all that apply) Title 1 Teacher ELL/ESL Teacher Classroom Teacher Reading Recovery Teacher Spec. Ed Teacher Administrator Other ________________________________________ Students You Serve (Check all that apply) K-3 4-6 7-9 10-12 Adult Reactions to the Response To Intervention Presentation 1. How would you rate this presentation? (Poor) 1 2 3 4 5 (Excellent) Comments ________________________________________________________________________ __________________________________________________________________________________ 2. How much information did you gain that you can use in your work? (None) 1 2 3 4 5 (Excellent)

Comments ________________________________________________________________________ _________________________________________________________________________________

3. How can I improve this workshop? __________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Provide name and address if you are interested in follow-up information on RTI: Name ______________________________________________________________________________ School Name _________________________________________________________________________ School Address _______________________________________________________________________ City _________________________________ State _________________ Zip ___________________ School Phone (________) _____________________ Home Phone (________) ____________________ Home Address ________________________________________________________________________ City _________________________________ State _________________ Zip ___________________ Email _______________________________________________________________________________

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Documents

Response to InterventionARE WE ALL ON THE SAME PAGE Why Is Response To Intervention A Good Thing? What Does It Replace? What Are The Roots of RTI? How Long Does It Take To Fully Implement