Livingston Parish Public Schools LPPS -Response to Intervention Program  Presenter:  Eric Penalber RTI Elementary Academ

Livingston Parish Public Schools LPPS -Response to Intervention Program Presenter: Eric Penalber RTI Elementary Academ PowerPoint PPT Presentation


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Livingston Parish Public Schools LPPS -Response to Intervention Program Presenter: Eric Penalber RTI Elementary Academ

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1. Livingston Parish Public Schools (LPPS) -Response to Intervention Program Presenter: Eric Penalber RTI Elementary Academic Coordinator Livingston Parish RTI - 6/3/08 This powerpoint presentation has been adapted to fit the unique needs of LPSB RtI plan for 2006-2007 This powerpoint presentation has been adapted to fit the unique needs of LPSB RtI plan for 2006-2007

2. Livingston Parish RTI - 6/3/08

3. RTI: School-Wide Three-Tier Framework (Kovaleski, 2003; Vaughn, 2003) Livingston Parish RTI - 6/3/08

4. Putting the RTI Model into Practice Livingston Parish RTI - 6/3/08

5. LPPS RTI 2005-2006 In 2005-2006 three RTI interventionists were assigned to provide the following services to 8 elementary schools: consultation with principals, teachers, and pupil appraisal personnel analysis of benchmark and progress monitoring data direct intervention services to general education students identified as ‘at risk’ based on benchmark data Livingston Parish RTI - 6/3/08

6. Universal Screening Benchmarking was conducted in the fall, winter, spring in 8 elementary schools All students in grades 1-3 were benchmarked in the area of oral reading fluency using the System to Enhance Educational Performance (STEEP) assessment tool Livingston Parish RTI - 6/3/08

7. Data was collected and reported to the principal on the assessment date Based on the data collected, general education students identified as ‘at risk’ received interventions at least 2 times per week These students were progress monitored weekly in the area of oral reading fluency Livingston Parish RTI - 6/3/08

8. When a student was identified ‘at risk’ on STEEP, the RTI Interventionist: Selected an evidence-based academic intervention Collected baseline data Provided intervention services Progress monitored and graphed intervention data weekly Used the student’s graph in making data-based decisions Livingston Parish RTI - 6/3/08

9. Interventions Headsprout The Reading Center SRA Decoding Also utilized various strategies such as flashcards, the ‘word sandwich’, repeated reading with error correction, etc. Livingston Parish RTI - 6/3/08

10. LPPS RTI 2006-2007 In 2006-2007, five RTI interventionists were assigned to provide the following services to 13 elementary schools: Graphing and analysis of benchmark and progress monitoring data Consultation with principals, teachers, and pupil appraisal personnel Supervision of interventions Livingston Parish RTI - 6/3/08

11. In 2006-2007, ten paraprofessionals were employed to assist with implementation of intervention services in the 13 elementary schools (these were the non-DIBELS schools) Supervision of each paraprofessional was conducted by an RTI interventionist Livingston Parish RTI - 6/3/08

12. In addition, the RTI team conducted in-services at each of the 13 elementary schools to inform the faculty of the following: purpose of RTI available support plans for universal screening procedures for referral to the School Building Level Committee evidence based interventions and the utilization of benchmark and progress monitoring data Livingston Parish RTI - 6/3/08

13. Universal Screening Benchmarking using the STEEP assessment tool was conducted in the fall, winter, and spring in 13 elementary schools. All students in grades 1-3 were assessed in the area of oral reading fluency. Livingston Parish RTI - 6/3/08

14. These students were progress monitored weekly in oral reading fluency and any additional deficit areas as identified by the Aimsweb early literacy assessments. Aimsweb assessment probes were used for all weekly progress monitoring. The Aimsweb data management system was used to graph all weekly progress monitoring data. Livingston Parish RTI - 6/3/08

15. Interventions Waterford Reading Program Voyager Passport Headsprout The Reading Center Reading Upgrade Also utilize various strategies such as flashcards, the ‘word sandwich’, repeated reading with error correction, etc. Livingston Parish RTI - 6/3/08

16. Professional Development on RTI Parish wide professional development was provided by a national consultant, Dr. Mark Shinn, to all district principals and administrators on the purpose and impact of RTI. Livingston Parish RTI - 6/3/08

17. LPPS RTI 2007-2008 Ten (10) Academic Intervention Specialists (AISes) were employed to provide the following academic intervention services: Graphing and analysis of benchmark and progress monitoring data Consultation with principals, teachers, and pupil appraisal personnel Supervision of interventions Supervision of paraprofessionals In 2007-2008, thirteen (13) paraprofessionals were employed to assist with implementation of intervention services in the 23 elementary schools Livingston Parish RTI - 6/3/08

18. In addition, the RTI team conducted in-services at each of the 23 elementary schools to inform the faculty of the following: purpose of RTI available support plans for universal screening procedures for referral to the School Building Level Committee evidence based interventions and the utilization of benchmark and progress monitoring data Livingston Parish RTI - 6/3/08

19. All students in grades K-3 were benchmarked using the DIBELS (Dynamic Indicators of Basic Educational Skills) assessment tool in the fall, winter, and spring in every LPPS elementary school. Students identified as ‘intensive’ or ‘strategic’ received daily interventions in their classrooms or in a literacy lab setting Students identified as intense who were referred by their teachers for Tier II interventions received an additional 30 min., 3X per week. Livingston Parish RTI - 6/3/08

20. These students were progress monitored weekly in oral reading fluency and any additional deficit areas as identified by the DIBELS benchmark assessments. DIBELS assessment probes were used for all weekly progress monitoring. The DIBELS and the Aimsweb data management systems were used to graph all weekly progress monitoring data. Livingston Parish RTI - 6/3/08

21. DIBELS benchmark and progress monitoring scores were made available to interventionists so that interventionists could monitor student progress in DIBELS and intervene efficiently and appropriately The intervention process includes the use of consultation by way of a team approach. This approach included working closely with the K-3 reading initiative teachers to ensure that students with deficits in reading received appropriate interventions. Livingston Parish RTI - 6/3/08

22. Interventions Waterford Earobics Rigby Neuhaus Kits Headsprout Reading Upgrade Also using various strategies such as flashcards, modeled math, peer assisted reading, etc. Livingston Parish RTI - 6/3/08

23. Consultation Teams Consultation teams consisting of administrators, teachers, speech therapist, K-3 facilitators, curriculum coordinators, and academic interventionist were developed in each school Specific consultations with teachers of students occurred as per teacher and/or speech therapist request Consultation teams monitored the academic progress of students identified as ‘at-risk’ on DIBELS measures. Livingston Parish RTI - 6/3/08

24. Louisiana School Improvement (LaSig Grant) Focus Students attending two elementary schools with large numbers of ‘intensive’ (at-risk) students were benchmarked in math, reading, and written language Goal was to assist with understanding and interpreting data for use with designing interventions Livingston Parish RTI - 6/3/08

25. National Consultant Professional development opportunities related to RTI were offered by way of the RTI team and Dr. Dan Reschly. Dr. Reschly provided opportunities designed to increase the understanding of school personnel within the district as to how RTI and benchmark/progress monitoring data could be used to improve overall student performance and classroom instruction. Livingston Parish RTI - 6/3/08

26. Future Goals We hope to benchmark all students 1-5 using Aimsweb math CBM assessment probes. This data will be used to develop parish wide grade specific norms in the basic skill areas of addition, subtraction, multiplication, and division. This data will also provide grade and measure specific parish wide normative growth rates. Livingston Parish RTI - 6/3/08

27. Plans are being made to in benchmark all 4th and 5th grade students in oral reading fluency and maze. This data will then be used to provide interventions to struggling learners in these upper elementary grades. Livingston Parish RTI - 6/3/08

28. Just a Few Barriers Lack of knowledge and experience with RTI at administrative and staff level Change in perception Fear of unknown Lack of resources, support, space Scheduling concerns Livingston Parish RTI - 6/3/08

29. Breaking Down the Barriers Livingston Parish RTI - 6/3/08

30. Lack of RtI Knowledge and Experience Professional Development including not only what RTI “is” but “how” to do it at the: Parish level Central Office administrators Principals School level Teachers Guidance Counselors School Building Level Committee Para educators Related Service providers Livingston Parish RTI - 6/3/08

31. Perceptual Changes Build rapport Accessibility of interventionists Evidence of benefit at the parish, school, and student level Livingston Parish RTI - 6/3/08

32. Conquering Fear Staff’s role clearly defined Developed guidelines and procedures Encouragement Open dialogue between interventionists, principals, staff, and parents Understanding of new terminology and application Livingston Parish RTI - 6/3/08

33. Resources and Support Changing staff roles Utilization of 15% of IDEIA funds to support RTI model Re-allocating space to support interventions within the schools Livingston Parish RTI - 6/3/08

34. Scheduling Master schedule to support interventions Use of ancillary class time (i.e. music, art) Efficient transition times Centers within the classroom Livingston Parish RTI - 6/3/08

35. The Alphabet of Establishing an Effective RTI Program A = Align with school administrators B = Believe in what you are doing C = Collaborate and Communicate D = Decide on a focus E = Establish procedures G = Guidance H = Help, Help, Help I = Involve everyone, i.e., paras, teachers, etc. J = Join school efforts to improve K = Know available interventions Livingston Parish RTI - 6/3/08

36. L = Listen to concerns M = Motivate students and staff N = Never falter O = Observe program outcomes P = Persevere Q = Question practices R = Rely on staff S = Serve students T = Teach others U = Unite to meet student needs V = Vocalize concerns W = Wisdom X = eXtra mile Y = Yearn to do more Z = Zealous Livingston Parish RTI - 6/3/08

37. For a comprehensive directory of up-to-date RTI Resources available for free on the Internet, visit RTI_Wire at: http://www.jimwrightonline.com/php/rti/rti_wire.php Livingston Parish RTI - 6/3/08

38. Resources Chafouleas, S.M., McDougal, J.L., Riley-Tillman, T.C., Panahon, C.J., & Hilt, A.M. (2005).  What do Daily Behavior Report Cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior.  Psychology in the Schools, 42(6), 669-676. Fuchs, L. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172-186. Gresham, F. (2001). Responsiveness to Intervention: an Alternative Approach to the Identification of Learning Disabilities. Retrieved January 9, 2006, from http://www.air.org/ldsummit/download/Gresham Final 08-10-01.doc Individuals with Disabilities Education Improvement Act, P.L. 108-466 (2004, 2005). 34 C.F.R. 300 (Proposed Regulations). Retrieved January 15, 2006, from http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov/2005/pdf/05-11804.pdf Livingston Parish RTI - 6/3/08

39. Resources Kovaleski, J. F. (2003). The three-tier model of identifying learning disabilities: Critical program features and system issues. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO. Shapiro, E. S. (1996). Academic skills problems: Direct assessment and intervention (2nd ed.). New York: Guilford. Shinn, M. R. (1989). Identifying and defining academic problems: CBM screening and eligibility procedures. In M. R. Shinn (Ed.), Curriculum based measurement: Assessing special children (pp.90-129). New York: The Guilford Press. Wright, J. (2005, Summer). Five interventions that work. NAESP [National Association of Elementary School Principals] Leadership Compass, 2(4) pp.1,6. Wright, J., & Cleary, K. S. (2006). Kids in the tutor seat: Building schools' capacity to help struggling readers through a cross-age peer-tutoring program. Psychology in the Schools, 43(1), 99-107. Livingston Parish RTI - 6/3/08

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