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RtI Eligibility

RtI Eligibility. Determinant Factors in Reading and Math. “Special Rule for Eligibility Determination”. “Special Rule for Eligibility Determination”. WHY Consider Determinant Factors???. When We Think About Entitlement…It: Is a high stakes, high consequence, decision

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RtI Eligibility

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  1. RtI Eligibility Determinant Factors in Reading and Math

  2. “Special Rule for Eligibility Determination”

  3. “Special Rule for Eligibility Determination”

  4. WHY Consider Determinant Factors??? When We Think About Entitlement…It: • Is a high stakes, high consequence, decision • Has potentially lifelong consequences • Needs to be based on established standards • Requires qualification by virtue of following the established process as defined • Should not be done “just to help” kids • Should not be done for the money (modified from Tilly, Heartland AEA11, 2009)

  5. Take A Minute… • Think about some of these “Big Ideas” around entitlement… • Is a high stakes, high consequence, decision • Has potentially lifelong consequences • Needs to be based on established standards • Requires qualification by virtue of following the established process as defined • Should not be done “just to help” kids • Should not be done for the money • Which do you agree/ disagree with? • Which might staff at your building and/or district agree/ disagree with?

  6. Determinant Factors Definition

  7. Determinant Factors Concept

  8. Determinant Factor:Lack of Appropriate Instruction To rule out lack of appropriate instruction in reading and math, three key factors are examined:

  9. Determinant Factor:Lack of Appropriate Instruction • . . . as evidenced by: • Alignment to state standards • Inclusive of all essential components of reading and math • Successful field test outcomes

  10. Essential Components of… • (ESEA of 2001) • (National Research Council, 2001)

  11. How Do We Determine if Our Core Curriculum is Scientifically-Based? • Districts may engage in a process of inquiry to assess the degree to which the curriculum is aligned with national and state standards and effective instruction (pedagogy) research • Alignment with National Reading Panel (NRP) standards, IL/ Comm. Core Learning Standards, and effective instructional practices

  12. Determining Appropriate Instruction Types/Level of Evidence

  13. Technical Resource Centers/ Resources

  14. Technical Resource Centers/ Resources cont.

  15. Additional Resources • Effective core reading programs aligned with Reading First share three important features: • A clearly articulated statement of scientifically-base reading research • Explicit instructional strategies • Consistent organizational and instructional routines * Some of these findings appear to translate across disciplines

  16. What if We Don’t Have a Research-Based Core Curriculum??? • Districts can still take steps to correct curriculum deficiencies when adoption of new materials is not immediately possible • Determine where the deficiencies or gaps in the curriculum are and implement supports to address those

  17. Take A Minute… • Reflect on the guidelines for determining a “scientifically-based” curriculum: • Do you know if you have a “scientifically-based” curriculum and/or interventions… How do you know? • Does your district have a specific process for determining this? • If not, what might be some next steps to begin this process?

  18. Determinant Factor:Lack of Appropriate Instruction • … as evidenced by: • District leadership and improvement processes • Curriculum review and adoptionprocess • Professional development plans • Integrity checklists • School and classroom walk-throughs

  19. Implemented with Integrity:Factors to Examine… • Length of timecurriculum has been in place in the school • Amount of training teachers/ staff have received in using curriculum and supplemental instruction • Degree to which teachers/ staff used the prescribed instructional procedures and materials associated with the core curr. and supplemental instruction • Degree to which teachers/ staff used effective instruction methodologies and techniques • Length of time the student was taught the curriculum

  20. Tier 1

  21. Walkthrough Process Nettles, S., An Introduction to the Principal Reading Walkthrough Instrument for Grades K-3, Florida Center for Reading Research

  22. 5 Minute Walk Through Observation of Implementation Integrity (sample 1)

  23. 5 Minute Walk Through Observation of Implementation Integrity (sample 2)

  24. Tier 2 & Tier 3

  25. Effective Instruction Focuses on These Critical Features: Features of well-designed programs include: Explicit instructional strategies Systematic and coordinated instructional sequences Ample practice opportunities-so students can master and ‘overlearn’ a bit Scaffolded instruction and cumulative review-building upon review and an accumulation of skills Aligned student materials-weaving skills together-so students can apply and generalize

  26. Integrity Checks for Tier 2 & 3 General Guideline: If >50% of the students are NOT making progress, an integrity checklist is warranted.

  27. Integrity through Attendance

  28. Rachel7th grade

  29. Maddie1st grade

  30. Olivia3rd grade

  31. Does it matter why the student missed the intervention? If attendance is low, then consider the reasons to determine what part of the plan may need to be adjusted to maximize attendance. No

  32. Teacher Self Report

  33. Rating Scale

  34. Observation

  35. Permanent Products

  36. Example: Observation Checklist

  37. Example: Acceptability form

  38. Implementation Integrity Logistics

  39. Many integrity forms can be accessed at: http://www.oregonrti.org/node/33 http://www.aea11.k12.ia.us/idm/checkists.html http://www.illinoisaspire.org/north/documents.php?folder_id=328 42

  40. Take A Minute… • How does your building/ district ensure your core curriculum and interventions are implemented with integrity/ fidelity? • Is this done? Regularly? For core and interventions? • How is this done? Is there a systematic process? • If not, what might be some first steps to take to accomplish this?

  41. What do you do if implementation fidelity is low?

  42. Essential Considerations in Instructional Fidelity • Scientific basis for curriculum & pedagogy • Professional development/support • Scheduling • Documentation of plan • Monitoring FIX IT! FIX IT! FIX IT! FIX IT! FIX IT! FIX IT!

  43. Methodsof Assessing the Provision of Appropriate Instruction Evidence for Integrity

  44. Determinant Factor:Lack of Appropriate Instruction • . . . as evidenced by: • Most students in our district meet state standards • This school’s SIP plan addresses reading/ math

  45. Positive Student Outcomes…Data to Examine: • State assessment data (e.g. ISAT, PSAE) • Local district-wide assessment data based on national norms • Local universal screening/ benchmark data on all students collected multiple times during the academic year • Progress monitoring data collected in regular intervals for individual or groups of students

  46. What If…??? Punch Line… Deliver appropriate, scientifically-based instruction to see if student outcomes improve

  47. Determinant Factors: District and/or Building Level

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