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A WORK IN PROGRESS….. Western’s RTI Program

Western’s RTI Program

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Page 1: Western’s RTI Program

A WORK IN PROGRESS…. .

Western’s RTI Program

Page 2: Western’s RTI Program

RtI

“ The process of implementing high quality scientifically based instructional practices with students based on identified needs, monitoring the response of the student, and changing the instruction based on the student’s response and their progress data”

Page 3: Western’s RTI Program

Importance to Western

Western Elementary has attempted to provide some ‘form’ of an intervention program for the last six years due to the economic and culturally diverse makeup of the student population.

Not eligible for Title OneNot eligible for Reading RecoveryIncreasing immigrant population

Page 4: Western’s RTI Program

RtI Should Encompass…

All grade levels across all core areasReadingWritingMathBehavior Language

Western has taken steps to address Reading and Math

Page 5: Western’s RTI Program

Six Critical Components of an RtI Model

Universal ScreeningMeasurable definition of problem areaBaseline data prior to an interventionEstablishment of a WRITTEN plan

detailing accountabilityProgress monitoringComparison of pre intervention data

to post intervention data for efficacy

Page 6: Western’s RTI Program

What Are Interventions?

Targeted assistance based on progress monitoring

Administered by classroom teacher, para-educator, external interventionist

Provides additional instructionIndividualSmall groupAnd/or technology assisted

Page 7: Western’s RTI Program

Intervention Decision Teams

Team Leader Principal or Dean

Case Manager/Data Manager Classroom teacher Responsible for interviewing referring

individuals, gathering and assembling information, presenting case and monitoring intervention

PE, Music, Art, Writing teachers or para-educatorsSchool Psychologist

Organizes presentation of data, assists in plotting student progress

Page 8: Western’s RTI Program

Essential Features

Universal Screening Performed 3 or 4 times annually Provides data on all children in that grade Provides early identification of children

who are not meeting academic expectations What we found:

Students that would be targeted at Western were not necessarily going to be targeted in other schools (bottom 20% varies school to school) Still a problem with transfer students

Page 9: Western’s RTI Program
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Our First Step…..

Finding a universal screening assessment Used assessments that we had available and therefore

specific to grade level Primary:

Phonological Awareness Skills Test (PAST) Literacy First Phonics Assessment Rigby PM Ultra Benchmark Assessment

Third Grade: Rigby PM Benchmark Assessment Fourth Grade: PAS (Predictive Assessment)

Language/Math Fifth Grade: PAS, Placement Tests Language/Math

Page 12: Western’s RTI Program

Determine Which Students Need Intervention…

Students performing 6 months to a year below grade level

The bottom 20% of the grade level

Page 13: Western’s RTI Program
Page 14: Western’s RTI Program

Number of Students Currently In RTI

READING MATH #2 #3

#2 #3

Primary Third Grade 15 11 - -Fourth Grade 10 6 18 -Fifth Grade 5 7 16

6

Total Number of Students Receiving Service: 94Percentage of Total School Population 13.6%

Page 15: Western’s RTI Program

How We Set Up Interventions

Considerations: Time

When intervention would occur Length of intervention

Who would provide the intervention Teachers? Specifically designated person?

Person responsible for record keeping (weekly assessments)

Page 16: Western’s RTI Program

Our Intervention Team

Para-educators, Parents and Retired TeachersRetired teachers are monetarily compensated

Picture

Page 17: Western’s RTI Program

Tiered Level Instruction

Tier 1: General Classroom instruction with 120 minutes daily devoted to Language Arts

Tier 2: Additional research based instruction provided 3 to 5 days a week

Tier 3: Research based instruction (different from Tier 2) provided 3 to 5 days a week

Tier 4: Special Education

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Primary Reading Intervention

All Students TestedTier I Interventions in Classroom

Tier II“Literacy Continuum”

Para-Educators

Student Remains In Tier II

Student Moves to Tier III

Tier III“Early Success”

Compensated Retired Teachers

Student Returns to Classroom

Student Returns to

Classroom

Special Education Referral

Page 21: Western’s RTI Program

RtI 4th Grade Math

All Students TestedTier I Interventions

Teacher Implemented

Tier IIInterventions “Study Island”

Diane M.Diane/Parents Volunteers

Tier IIIInterventions “Ladders to Success”

Student Returns to

Classroom and Tier I

Special Education Referral

Tier IIIInterventions “Ladders to Success”

Special Education Referral

Student Returns to Classroom

and Tier I

Page 22: Western’s RTI Program

RtI 5th Grade Math

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Tier I Intervention

Focus For All Students

Program Rigby Literacy (Harcourt Rigby Ed. 2000) Primary/4th

Scott Foresman Reading (2004) 3rd, 5th

Grouping Multiple Age Grouping Formats to Meet Student Needs

Time 120 minutes a day (primary and 3rd)90 minutes a day (4th and 5th)

Assessment Benchmark Assessment 4 times a year (Primary)PAS Assessment 3 times a year (3rd, 4th, 5th)

Interventionist General Education Teacher

Setting General Education Classroom

Page 26: Western’s RTI Program
Page 27: Western’s RTI Program

What We Do

All primary students required to attend the CORE section of daily group instruction (120 minutes a day for Language Arts- Inclusive of Tier 1.

Number of students currently receiving intervention assistance: Tier 2: Tier 3:

Program in use for these students is Early Success and Continuum of Literacy Learning (Fountas/Pinnell)

Page 28: Western’s RTI Program
Page 29: Western’s RTI Program

Primary

Restructured and expanded an existing programTier 2 consists of:

Instructional Aide working 2- 2.5 Hours/ 5 days a week Identified children scheduled for 20 minute blocks of intervention Children working in small groups (5-6 children) with the aide

Tier 3 now consists of: Two retired primary teachers working nine hours a week (3 hours a

day – 3 days a week) Identified children scheduled for 30 minute blocks of intervention Children working in small (1-3 children) groups with the teacher

using running records, anecdotal record keeping results, researched based leveled reading and an intense home reading program.

Page 30: Western’s RTI Program
Page 31: Western’s RTI Program

Features of Tier II

Purpose: To support individual students who have not met benchmarks

Targeted Students: Those with significantly lower levels of performance than their peers, who are learning at a much slower rate than are falling behind their classmates

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Page 33: Western’s RTI Program

Tier II Intervention Instruction Focus For students identified with

marked difficulties and have not responded to Tier I efforts

Program Reading: Primary: Literacy Continuum 3rd: Ladders To Success 4th: Ladders to Success 5th: Study IslandMath: Primary: N/A 3rd: N/A 4th: Study Island 5th: Study Island

Grouping Homogenous small group instruction (1:5)

Time 5 days a week- 30 minute sessions3rd Grade Reading: 3 days a week- 30 min sessions

Assessment Progress monitoring weekly on target skill

Interventionist Primary: Aides3rd/4th/5th: Parents or paid interventionist

Setting Outside the classroom

Page 34: Western’s RTI Program

Tier III Intervention InstructionFocus For students with marked difficulties and

have not responded to Tier I or Tier II

Program Reading: Primary: Early Success 3rd: Soar to Success 4th: Soar to Success 5th: Study Island (web)Math: Primary: N/A 3rd: N/A 4th: Study Island (web) 5th: Voyager Math (web)

Grouping Homogeneous small group (1:1 , 1:2, or 1:3)

Time Reading: Primary: 3 days a week/ 30 min 3rd: 3 days a week/30 min 4th: 3 days a week/30 min 5th: 5 days a week/ 30 minMath: Primary: N/A 3rd: N/A 4th: 5 days a week/ 30 min 5th: 5 days a week/30 min

Assessment Progress monitoring weekly

Interventionist Paid Interventionist

Setting Outside the classroom

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RTI Schedule for Tier II and Tier III Primary Interventions

Green Pod I (Sapp, Moors and Stout) Uninterrupted Time: 7:40-8:40 (60 minutes) 9:40-10:40 (60 minutes) Intervention Times : Tier II (Para-educators):Sharon 8:40-9:40 Tier III (teachers)Vicki S./Julia 8:40-9:40 (3 groups each) Green Pod II (Hemmerlein, Livingston, Daley) Uninterrupted Time: 7:40-9:40 (120 minutes) Intervention Times: Tier II (Para-educators) Sharon 9:40-10:40 Tier III (Teachers) Vicki S./Julia 9:40-10:40 Yellow Pod (Parker, Corman, Mullins, Sutton) Uninterrupted Time: P1’s: 8:40-10:30 (110 minutes) P2’s: 8:40-9:40 (60 minutes) Intervention Times: Tier II (Para-educators) Vicki J. 8:00-8:40(P1’s) 9:40-10:30 (P 2’s) Tier III (Teachers) Vicki S./Julia 7:40-8:40 (P1’s & P2’s)    

Page 38: Western’s RTI Program

Parent Communication

Dear Parents,  As we begin the second quarter of the school year, my hope that every parent has had the opportunity to meet with their child’s teacher

and discuss their student’s academic progress. As a school Western strives to create a climate of high expectations for student learning. Our mission as well as our belief is that all children are able to achieve the essential learning of their grade level. A good indicator of how fully we are committed to this idea is the manner in which we address those students who ‘have not learned’. Although Western’s educational philosophy has always included an academic intervention procedure for those students in need this year we have worked to improve and refine that process.

Many of you may have had your child tell you they are participating in RTI , which is an acronym for ‘Response to Intervention.’ Let me first state that this is not a ‘special education’ program. Basically, it is our teacher’s response when we have a student who is experiencing difficulty in learning. It is a systematic program meant to ensure that these students receive additional time and support for learning. Research has made it clear that it is impossible for all students to learn at high levels if some do not receive additional time and support for learning. Everyone does not learn at the same rate and the amount of support needed varies between students.

Western has set certain criteria in determining when to implement these interventions. We follow a systematic process of intervention to ensure that students receive additional time and support according to a school-wide plan:

* Intervention occurs in a timely manner- at first indication the student is experiencing difficulty * Intervention is a ‘direct’ process rather than a voluntary one. Parents are contacted to inform them that their child will be

receiving additional assistance and specify which area will be addressed * All students have equal access to the assistance-it is not based on the teacher * The additional time and support is offered during the school day and is designed in a way that does not deprive students of new

direct instruction in their classroom. We know that if we offered this service before or after school, many students could not or would not utilize the service.

* The system is fluid. It is not designed as a permanent support for individual students. Students will receive the appropriate level of intervention but only until they have acquired the intended knowledge or skill. They are then weaned from the system until they experience difficulty in the future. We strive for an easy flow of students into and out of the levels of support.

  I hope this has answered some questions. As a principal I have been very fortunate to have so many parents who are truly concerned about their children’s academic future and who are willing to work with teachers to ensure that their children succeed at a high level. Please let me know if you have a specific question or concern about your child’s education. Enjoy a wonderful Thanksgiving holiday,

 Deborah Omick-Haddad

       

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If We Do It Right…

Research has shown that if we have chosen the correct intervention (correctly identified the problem) and we are delivering the intervention consistently75% of the initial 20% of identified

students will respond positivelyLet’s look at how we are doing with

primary reading students…