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RtI Components

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RtI Components

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    1. RtI Components Getting Practical with Angelique and Karie

    2. Why choose to build an RTI framework ? Keep kids out of special ed Make AYP Improve disproportionality Improve SOL scores Avoid a sped subgroup Good for kids Multiple Choice test…Multiple Choice test…

    3. Why choose to build an RTI framework ?

    4. Positive Side Effects… Keep kids out of special ed. Make AYP Improve Disproportionality Improve SOL scores Avoid a sped subgroup The list goes on and on….

    5. Fundamental RTI Components (NASDSE, Tilley ) Multiple tiers of intervention service delivery A problem solving method An integrated data collection/assessment system to inform decisions at each tier of service delivery.

    7. Quality Core Instruction Has a high probability of bringing (at least) most students to acceptable levels of proficiency What is MOST? Most is often defined as at least 80% Scientifically validated, evidenced-based How do we know what defines Quality? What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ Resource to evaluate the quality of core early reading curricula http://reading.uoregon.edu/appendices/con_guide.php

    8. Universal Screening Provides evidence of the functionality of the foundational curriculum and instructional process. Identifies students who need MORE- More What? More instruction, more diagnostic assessment to target problem areas Organizes data in a format that allows teams to inspect group and individual performance. Linked to curriculum Balances accuracy and efficiency Objective CBM- quick, repeatable, low cost (Mellard) Universal screening is your brutally honest friend. Joe Witt stuff- Sore thumb or school-wide instructional issue? A Core problem? HOW- Getting practical Universal=All All=A lot A Lot is hard to manage. Things that are hard to manage are hard to interpret. -Using technology helps. -Having staff who are familiar with interpreting data AND using technology- these are your greatest assets for employing universal screening. Universal screening is your brutally honest friend. Joe Witt stuff- Sore thumb or school-wide instructional issue? A Core problem? HOW- Getting practical Universal=All All=A lot A Lot is hard to manage. Things that are hard to manage are hard to interpret. -Using technology helps. -Having staff who are familiar with interpreting data AND using technology- these are your greatest assets for employing universal screening.

    9. Fidelity of Implementation Instruction- delivery the way it was designed to be delivered Screening Procedures Progress Monitoring Procedures Explicit decision making model followed Anti Corruption, loyalty, faith in what you are doing. Fidelity How— Getting Practical Talk about coaching to ensure fidelity- explicit attention to fidelity for the instruction itself, as well as the practices that surround and inform it. What do we do- Prof. Dev. On procedures Leaders are involved in instruction- monitoring the health of implementations- RFIT monthly Keep a small brain trust- control your work Use technology to eliminate subjectivity and human error Anti Corruption, loyalty, faith in what you are doing. Fidelity How— Getting Practical Talk about coaching to ensure fidelity- explicit attention to fidelity for the instruction itself, as well as the practices that surround and inform it. What do we do- Prof. Dev. On procedures Leaders are involved in instruction- monitoring the health of implementations- RFIT monthly Keep a small brain trust- control your work Use technology to eliminate subjectivity and human error

    10. Progress Monitoring Systematic assessment on a regular basis Purpose: Are students profiting from instructional program? If not, how do we build a more effective program? The higher the tier/need, the greater the frequency of Progress Monitoring. RTI spotlights the one type of assessment that is the most often ignored. – formative assessment. We wait too long to find out that we should have been doing something differently – so much rides on outcome measures. Outcome measures are great at telling you how you did, but progress monitoring answers the question of- How are you doing? Page 35 of Blueprint- RTI spotlights the one type of assessment that is the most often ignored. – formative assessment. We wait too long to find out that we should have been doing something differently – so much rides on outcome measures. Outcome measures are great at telling you how you did, but progress monitoring answers the question of- How are you doing? Page 35 of Blueprint-

    11. Tiered Levels of Support Using your school’s resources wisely and efficiently. Students with the greatest need get the most support. TARGETED instruction based on student NEED Based on student DATA Tiers may differ in instructional time, intensity, group size, frequency of assessment/progress monitoring

    12. Case Study Rules You’ve got 10 minutes! Use your cheat sheet Read the case study Make notes Discuss with your team Find the missing/ weak link(s)

    13. James Taylor Elementary James Taylor Elementary School began implementing a problem solving approach to RTI for the 2007-2008 school year. The school has 100 students. In the fall, they identified 50 students as being at-risk students in reading based on teacher recommendation. A committee met, used data to define the problem, and developed an intervention plan. These students received targeted, researched validated interventions for thirty minutes outside of the reading block as prescribed. These students were progress monitored monthly using CBM probes. Their progress was charted. 30 students remained on target, met their goal, and were exited. 16 students did not make adequate progress toward their goals and received a different intervention that proved to be successful. 4 students did not make progress and were given more intensive interventions. These four students were progress monitored weekly in the intensive program.

    14. Detect the Missing link(s) Quality Instruction Universal Screening Fidelity of Implementation Progress Monitoring Tiered Instruction

    15. Lucille Ball Elementary Lucille Ball Elementary School is in its second year of implementing RtI. In the fall, winter, and spring all students are given benchmark assessments. Using a universal screening tool identified on the studentprogress.org website, 20% of the students were identified as being below grade level in reading. A committee reviewed the assessment data and these students received Tier II instruction which involved thirty sessions of forty-five minutes each above and beyond Tier 1 core instruction. Student progress was monitored and 8% were not successful in Tier II and received Tier III instruction which involved an additional thirty minutes of intervention. Three students lost five days of intervention because the teacher was out sick. Another student lost 10 minutes of intervention time daily due to restroom breaks and thirty minutes bi-monthly due to school-wide regularly scheduled assemblies.

    16. Detect the Missing link(s) Quality Instruction Universal Screening Fidelity of Implementation Progress Monitoring Tiered Instruction

    17. Joe Walsh Elementary Joe Walsh Elementary School implemented RtI during the previous school year. School population was 100 students. They successfully implemented universal screening. 15 students were not meeting expected proficiency levels according to the data. All 15 students were placed in Tier II and received more intense instruction as prescribed for an additional thirty minutes per day. Benchmark assessments were conducted in the winter and in the spring. Throughout the school year, all at-risk students remained in Tier II. Winter data indicated that 4 of the Tier II students exceeded the expected rate of improvement. 6 Tier II students met the expected rate of improvement and the data for five of the students indicated trendlines that were showed that their growth rate was inadequate. Core- OK- 85% ok Screener- yes Fidelity- PM-none evident Tiers- noCore- OK- 85% ok Screener- yes Fidelity- PM-none evident Tiers- no

    18. Detect the Missing link(s) Quality Instruction Universal Screening Fidelity of Implementation Progress Monitoring Tiered Instruction

    19. Contact Info Karie Lane, Principal, Pearl Sample Elementary School klane@culpeperschools.org Angelique Wynkoop, Curriculum Specialist, OSE awynkoop@culpeperschools.org

    20. The 5 Basic Components Quality Core Instruction- If 80% of students are meeting proficiency levels based on results of a universal screener, the core is effective. If less than 80% of students are proficient, core instruction is ineffective Universal Screener (brief assessment of student performance using either standardized or curriculum-based measures (CBM’s) When a significant number of students are meeting proficiency levels based on the results of the Universal Screener, it is an indication that core instruction is effective. Helps determine who needs more diagnostic and formative assessment, and more instruction. Fidelity- Delivering instruction, screening, and decision making plan as designed and intended. Progress Monitoring- Curriculum Based Measures (CBM) are quick assessments that are accurate indicators of a student’s academic performance AS THEY GO ALONG. Tiered Instruction- Responding to data to give students the level of instruction that they need.

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