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SUCCESSFUL IMPLEMENTATION OF RTI² IN MURFREESBORO CITY SCHOOLS. FOX Conference March 1, 2014. Goals for today: I CAN. I. Understand the purpose of RTI and how it fits into school culture and climate II. Explain each tier of instruction III. Understand the details of implementation.

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Successful implementation of rti in murfreesboro city schools

SUCCESSFUL IMPLEMENTATION OF RTI² IN MURFREESBORO CITY SCHOOLS

FOX Conference

March 1, 2014


Goals for today i can
Goals for today: I CAN SCHOOLS

I. Understand the purpose of RTI and how it fits into school culture and climate

II. Explain each tier of instruction

III. Understand the details of implementation


Change from teaching to learning from isolation to collaboration from intentions to results

CHANGE SCHOOLSFROM teaching TO learningFROM isolation TO collaborationFROM intentions TO results


Our team
OUR TEAM SCHOOLS

  • Dr. Linda Gilbert: Director of Schools

  • Dr. Caresa Brooks: Coordinator, Reading and Instructional Interventions

  • Dr. Tammy Garrett: Principal, Hobgood Elementary

  • Doris Coffey: Academic Interventionist, Hobgood Elementary

  • Rebecca Sublett: Academic Interventionist, HobgoodElementary

  • Sarah Wylie: Academic Interventionist, HobgoodElementary


Four values
FOUR VALUES SCHOOLS

  • Truth

  • Trust

  • Open Communication

  • Focus First on Children


Focus first on children
FOCUS FIRST ON CHILDREN SCHOOLS

DIRECTOR

STUDENTS

TEACHERS

PRINCIPALS

C. O. STAFF

DIRECTOR

BOARD


The whole child maslow
The Whole Child SCHOOLSMaslow


Team matters
Team Matters SCHOOLS

https://www.youtube.com/watch?v=s46M7AGG39I

https://www.youtube.com/watch?v=1qzzYrCTKuk


Professional learning communities
PROFESSIONAL LEARNING COMMUNITIES SCHOOLS

1.What do we expect students to learn?

(Tier 1—standards/expectations)

  • How will we know they have learned it?

    (Universal Screeners and formative assessment)

  • How will we respond when students experience difficulty learning?

    (Intervention-Tier 2 and 3)

  • How will we respond when students already know it? (Intervention Tier 2)



ALL SCHOOLS





Rti 2 basics

RTI SCHOOLS2 Basics


Purpose of rti
Purpose of RTI SCHOOLS

  • Number 1 purpose is to provide early prevention and early intervention for academic difficulties

  • RTI will be the ONLY avenue to special education for students with Learning Disabilities (LD) beginning next school year

  • RTI replaces the Discrepancy Formula for identification of LD


Tier 1 instruction
Tier 1 Instruction SCHOOLS

General Education Curriculum

ALL STUDENTS



Thoughts about tier 1
Thoughts about Tier 1 SCHOOLS

  • Schedules

    • Must build intervention blocks into a master schedule

  • This should work for 80-85% of our students

    • If it’s not, we must look at what we are doing as our core curriculum

  • K-3 Extra reading time

  • 2-6 Extra math time


  • Tier 2 instruction
    Tier 2 instruction SCHOOLS

    SOME students (10-15%)

    Students scoring in the lowest 25% on Universal Screeners


    Who is identified as tier 2
    Who is identified as Tier 2? SCHOOLS

    • Students scoring in the lowest 25% on Universal Screener

    • Intervention Block

      • We have TWO Tier 2 interventions in the schedule: one for reading and one for math


    Reading tier 2
    Reading Tier 2 SCHOOLS

    • Students are divided during Tier 2 reading intervention time

      • High

      • Medium

      • Low (TIER 2): Classroom Teachers/Small group/documentation

      • Sped

      • ELL

      • LOWEST 10% (Interventionists)



    What about math
    What about MATH??? SCHOOLS

    • Tier 2 built into the schedule!

      • Teachers will level their students at this time

    • Classroom Teachers provide the math intervention


    Tier 3 intervention
    Tier 3 Intervention SCHOOLS

    FEW students (3-5%)

    <10th percentile OR 1.5 to 2 years below grade level

    Special Education

    ESL


    Tier 3
    Tier 3 SCHOOLS

    • ONE intervention block built into the schedule

    • Can be reading, math, writing or all the above

    • INTENSIVE intervention for our lowest performing students




    Special education
    SPECIAL EDUCATION… SCHOOLS

    • Must provide intervention AND progress monitoring in the area of deficit

      • Basic Reading

      • Reading Comprehension

      • Reading Fluency

      • Math Calculations

      • Math Problem Solving

      • Written Expression


    Special education1
    SPECIAL EDUCATION…. SCHOOLS

    • This is still rolling out (how students will move through the tiers to special education)

    • Nonresponse to interventions will be the criteria for eligibility for Specific Learning Disability ONLY

    • Begins July 1, 2014


    Tier 1 instruction1
    Tier 1 Instruction SCHOOLS

    General Education Curriculum

    ALL STUDENTS


    Tier 2 instruction1
    Tier 2 instruction SCHOOLS

    SOME students (10-15%)

    Students scoring in the lowest 25% on Universal Screeners


    Tier 3 intervention1
    Tier 3 Intervention SCHOOLS

    FEW students (3-5%)

    <10th percentile OR 1.5 to 2 years below grade level

    Special Education

    ESL


    Big 4 for this year rti 2
    BIG 4 FOR THIS YEAR (RTI SCHOOLS2)

    • Master Schedules

    • Universal Screeners

    • Interventions

    • Data Teams


    I master schedule
    I. MASTER SCHEDULE SCHOOLS

    • What does it REALLY look like?


    How do i create it
    HOW DO I CREATE SCHOOLS“IT”?

    • Build “IT”around

      • Tier II Reading

      • Tier II Math

      • Tier III Intervention

      • (and of course lunch)


    Ii universal screener
    II. Universal screener SCHOOLS

    • Identifying Skill deficits

    • Standards versus skills


    The reading rope
    The Reading Rope SCHOOLS

    SKILLED READING:

    fluent execution and coordination of word

    recognition and text comprehension.

    Language Comprehension

    ● Background Knowledge

    ● Vocabulary Knowledge

    ● Language Structures

    ● Verbal Reasoning

    ● Literacy Knowledge

    Increasingly strategic

    Word Recognition

    ● Phonological Awareness

    ● Decoding (and Spelling)

    ● Sight Recognition

    Increasingly automatic

    Reading is a multifaceted skill, gradually acquired over years of instruction and practice


    Areas of deficit reading
    Areas of Deficit SCHOOLSReading

    • Basic Reading

      • Phonological Awareness

      • Decoding skills (and spelling)

      • Sight word recognition

    • Reading Fluency

      • Retrieval speed

      • Reading quickly, correctly, and with expression

    • Reading Comprehension

      • Background Knowledge

      • Vocabulary Knowledge

      • Language Structures

      • Verbal Reasoning

      • Literacy Knowledge


    Identifying skill deficits
    Identifying Skill Deficits SCHOOLS

    • Benchmark Testing

      • Red Flag that something is wrong

      • Much like a thermometer; a fever indicates something is wrong….but what???? Have to go deeper

    • Skills Assessment

      • Identify deficit then assess that skill for instruction


    Example
    Example SCHOOLS

    • 3rd grade student flags in reading CBM (fluency measure) at the 8th percentile

      • Questions to ask:

        • Is the fluency deficit due to a Basic Reading Deficit?

          • If you don’t ask this question, you could provide intervention for a fluency deficit and never address the underlying deficit

        • How far below the standard is the student?

        • What skills must be remediated to help the student reach the standard?

          • INTERVENTION


    Example cont d
    EXAMPLE (CONT SCHOOLS’D)

    • 3rd grade student

      • RTI team feels the student has deficit Basic Reading Skills

      • Administer a test of phonological processing and basic decoding and sight word recognition

    • This student is found to have deficits in phonemic segmentation, confusing short and long vowel patterns (reading and spelling), and poor retrieval speed


    Example cont d1
    EXAMPLE (CONT SCHOOLS’D)

    Standard for third grade

    • Know and apply grade-level phonics and word analysis skills in decoding words.

      • Prefixes and suffixes

      • Multisyllable words

      • Read irregularly spelled words

    SKILL DEFICIT (to reach this standard)

    • Phonemic Segmentation

    • Read and spell short vowel sounds

    • Read common sight words in first and second grade


    Universal screeners
    UNIVERSAL SCREENERS SCHOOLS

    • Who? (Academic Interventionists)

    • What? (AIMSweb)

    • When? (3 Times per year) + progress monitor lowest 25%


    Universal screener

    UNIVERSAL SCREENER SCHOOLS

    Benchmarking

    Progress Monitoring


    Benchmarking tests reading
    BENCHMARKING TESTS READING SCHOOLS

    • Kindergarten

      --Letter Name and Letter Sound

    • First Grade

      • Fall: Nonsense Words and Phoneme Segmentation

      • Winter: CBM

      • Spring: CBM

    • 2nd-6th

      • CBM and Maze


    Benchmarking tests math
    BENCHMARKING TESTS MATH SCHOOLS

    • Kindergarten (administered by AI)

      • Counting

      • Number ID

      • Quantity Discrimination

    • First Grade (administered by AI)

      • Number ID

      • Missing number

      • Quantity Discrimination

    • Second-Sixth (administered by AI; teachers score)

      • MCAP


    Benchmarking time
    BENCHMARKING TIME SCHOOLS

    • Kindergarten: 5 minutes per child

    • 1st grade: 5-7 minutes per child

    • 2nd-6th: 4 minutes individually;

      11 minutes per class

    • Time to enter EVERY score


    Areas of deficit reading1
    AREAS OF DEFICIT--READING SCHOOLS

    Area of Deficit

    AIMSweb

    LN, LS, PSF, NWF

    Maze

    CBM

    Basic Reading

    Reading Comprehension

    Reading Fluency


    Areas of deficit math
    AREAS OF DEFICIT--MATH SCHOOLS

    Area of Deficit

    AIMSweb

    Item Analysis

    Tests of Early Literacy

    MCAP

    Math Computation

    Math Problem Solving


    Progress monitoring
    PROGRESS MONITORING SCHOOLS

    • <25%

      • Reading Fluency (CBM)

      • Reading Comprehension (Maze)

      • Basic Reading (LS, LN, PSF, NWF)

      • Math Calculations

      • Math Problem Solving

    • Every other week

      • Math (one week)

      • Reading (next week)



    Identifying students
    Identifying Students SCHOOLS

    • Benchmarking takes place three times a year: fall, winter, and spring.

    • Students who are identified at the lowest 10% of AIMS in reading fluency and/or MAZE qualify for intervention with an academic interventionist.

    • Students who are identified at 11%-25% work with a classroom teacher in a separate small group.


    Intervention
    Intervention SCHOOLS

    • Letters are sent home to inform parents their child is receiving intervention. Monthly progress reports go home to parents as well.

    •  Interventionists review data to split students into groups with the same needs.

    • Interventionists also meet with an administrator and the grade level team.

    • Every student is placed in the intervention that best fits their academic needs.

    • Look for groups that need extra support and place our EA help in those classrooms.


    Intervention1
    Intervention SCHOOLS

    • Sessions are held for 30-60 minutes depending on whether they are Tier 2 or Tier 3 or both. 

    • If a student qualifies for both reading and math, they go to:

      Tier 3 reading three days/week

      Tier 3 math two days/week.

    • However this must change next year to include 5 days of Tier 3 instruction for both reading and math.

    •  Research based practice suggests that we keep groups to 3-5 students in order to be most effective.


    Intervention2
    Intervention SCHOOLS

    • To get at the skills students need we pre-test:

      • Sidewalks,

      • SPIRE,

      • Rigby Benchmark,

      • other assessments (Survey Level assessments)

    • To teach skills that pre-tests indicate are necessary:

      • Sidewalks, (keep in mind that Sidewalks is written 1 year below grade level)

      • SPIRE

      • Rigby Benchmarking

      • other research based materials

      • Supplement with other materials if skills or reading levels call for it


    Intervention3
    Intervention SCHOOLS

    • Measuring continued progress…

      • AIMS for fluency and comprehension

      • Think-Link probes for all other language arts skills

      • Pre and post tests

    • Individual student goals are set in our AIMS monitoring program.

      • As students meet their goals, they either move up to their next goal (if working below grade level)

      • They are moved out of the intervention group and up to the next level of intervention to make sure they continue to make the most progress.

      • This means that our groups are fluid and flexible. We do not necessarily work with the same kids all year long.


    Rti meetings
    RTI Meetings SCHOOLS

    • Every 4 weeks RTI meetings take place to discuss students in the 0-25%.

    • RTI meetings include interventionists, Exceptional Education Specialists, ESL teachers, grade level teachers, a special area representative, administration, social worker, school counselor, school psychologist, and a representative from district office.


    5 3 1
    5-3-1 SCHOOLS

    • 5-3-1—Discussion points…

    • A week before RTI meetings, teachers are given a 5-3-1 to address concerns they want to discuss about a student. The 5-3-1 addresses these questions…

      • What are 5 things you would like to discuss during this RTI meeting?

      • Circle your top 3 choices of discussion points listed above. 

      • Star the 1 burning discussion point you need to have answered during our meeting.


    Rti meetings1
    RTI MEETINGS… SCHOOLS

    • During the RTI meeting, teachers have the opportunity to discuss their concerns and strategies they are using in the classroom. The RTI team will discuss other skills and strategies to adjust in the learning plan of the student.

    • Action plan and documentation is key in the RTI meeting. The principal documents the plan and interventionists document student RTI files.


    Rti meetings2
    RTI MEETINGS… SCHOOLS

    • If a strategy and skill is not working, the RTI team will create a plan or “tweak” in students program.

    • If questions or concerns are not answered during the RTI meeting, a follow up meeting takes place within a week of the scheduled RTI meeting.

    • The principal plays a key role in follow up with action steps, documentation, and making sure everyone is accountable for following through the action plans.


    Documentation example

    5th Grade RTI Meetings Documentation 2013-14 Hobgood Elementary

    DOCUMENTATION EXAMPLE…


    Iv data teams
    IV. Data teams Elementary


    Data teams
    Data Teams Elementary

    • Data Teams are the next step for our district. Hobgood has started the data team process this year.

    • There is one member from each PLC team on the data team. Those members take what is learned from the data meetings back to their PLC meetings so that all the PLC meetings are about discussing data and strategies.


    Analyzing data
    Analyzing Data Elementary

    • There are six steps used by collaborative, instructional, grade-level teams to collect and analyze data and used to drive instruction. Teams use common formative assessments and based on the results create goals and determine and implement research-based interventions for diverse learners.

      1.) Collect and chart data

      2.) Analyze data and prioritize needs

      3.) Set/review/revise SMART goals

      4.) Select research-based instructional strategies

      5.) Determine results indicators

      6.) Monitor and evaluate results


    Example of six step data process
    Example of Six Step Data Process Elementary

    • Example: Kindergarten Intervention Group (Lowest 10%)

      1.) Teachers give a pre-assessment (letter names, letter sounds, sight words). Teachers chart the data to identify which students need skills.

      2.) Teachers analyze the data to see how to group the students that we have during the Kindergarten Intervention time.

      3.) Teachers set a SMART goal. % of students will master the letter names, letter sounds, sight words taught in a 2 week time period. Goals are revised as needed.


    Example continued
    Example (continued) Elementary

    4.) Teachers select the instructional strategies. For the K students we work with we use a lot of multi-sensory strategies. We show the students different objects that begin with the letter being taught, pictures of objects, shaving cream to practice writing letters, stoplight paper to practice writing letters, magnetic letters, segmenting the sounds in words using magnetic chips and wands, etc.

    5.) Teachers look at students’ behavior and work.

    6.) Teachers monitor how the students are progressing. Teachers give a post-assessment to show whether the students have met the goals set. Teachers are able to see if the strategies they used were effective or not. Do we need to try different strategies with certain students?


    Caresa Brooks Elementary

    615-893-2313


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