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RESPONSE TO INTERVENTION A STANDARDS-ALIGNED APPROACH TO STUDENT SUCCESS! Northeastern Educational Intermediate Unit September 2008. RtI in PA. RESPONSE TO INSTRUCTION & INTERVENTION A STANDARDS-ALIGNED APPROACH TO STUDENT SUCCESS! Northeastern Educational Intermediate Unit

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slide1
RESPONSE TO INTERVENTION

A STANDARDS-ALIGNED APPROACH TO STUDENT SUCCESS!

Northeastern Educational Intermediate Unit

September 2008

RtI

in

PA

slide2
RESPONSE TO INSTRUCTION & INTERVENTION

A STANDARDS-ALIGNED APPROACH TO STUDENT SUCCESS!

Northeastern Educational Intermediate Unit

September 2008

RtI

in

PA

agenda
Agenda
  • Overview of RtI framework
  • Characteristics of universal screening tools
  • Logistics for implementing an efficient universal screening
starting point for rti
Starting point for RtI
  • Do I believe ALL children can learn?
  • Do I believe performance targets on the PSSA will be met by 2014?
  • Can I change my current instructional practice to impact student performance?
underlying principles of rti
Underlying Principles of RtI
  • RtI is a general education initiative
  • Improving the effectiveness of core instruction is basic to the process
  • No Child Left Behind really means NO
  • Assessment data should both inform and evaluate the impact of instruction
  • Beliefs must be supported by research
  • How do you spell AYP??? RtI
key features
Key Features
  • Effective instructional / intervention programs
  • Frequent assessment of student performance
    • Screening (Benchmark)
    • Diagnostic
    • Progress Monitoring (formative)
    • Outcome (summative)
  • Use of data to make instructional / intervention decisions
why screen
Why Screen??

First graders in the bottom quartile in reading have an 88% likelihood of placing in the bottom quartile in 4th grade and a 78% likelihood of remaining there through 8th grade.

Juel 1988

why screen1
Why Screen??

When students are tracked (homogenously grouped), the ability gap widens more than when students are not tracked (heterogeneously grouped).

Davenport & Ruiz (1993)

slide9
The Scope of the Problem

40%

of U.S. fourth-grade students read below a “basic level” and have “little or no mastery of the knowledge or skills necessary to perform work at each grade level” (NAEP)

  • Problems are particularly severe for disadvantaged students (50% of 4th grade students whose parents graduated from college were proficient / advanced compared to only of 4th graders whose parents did not finish high school).

10%

slide10
The Scope of the Problem

20%

Almost of the nation’s children encounter severe reading problems before third grade which translates into more than million children in America who are struggling, unsuccessfully, to read

10

A full of students with learning disabilities have reading as their primary area of difficulty

80-85%

slide11
The Scope of the Problem

40%

of seniors cannot add fractions with unlike denominators.

slide12
RtII is an early intervening strategy and carries dual meaning in Pennsylvania.
    • It is a comprehensive, multi-tiered, standards aligned strategy to enable early identification and intervention for students at academic or behavioral risk.
    • RtII may be considered as one alternative to the aptitude-achievement discrepancy model for the identification of students with learning disabilities after the establishment of specific progress measures.
rti paradigm shift
RtI Paradigm Shift

The concept is simple…

the implementation is challenging. RtI requires that we rethink how and why we do what we do.

G. Emerson Dickman

rti not
RTI - NOT
  • RtI students
  • RtI classroom
  • RtI teachers
  • Special education
  • Another name for IST

RtI is a philosophy!

slide16
NCLB:
  • Provided the impetus for school improvement through AYP accountability.
  • Defined and required implementation of ‘scientifically research-based practices’.
  • Supported involvement of all children in the general education curriculum.
what is scientific research
What is Scientific Research?
  • Quantitative
  • Replicated
  • Large sample size
  • Hypothesis
  • Peer reviewed publication
idea 2004 specific learning disabilities
IDEA 2004: Specific Learning Disabilities

“The LEA shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, reading fluency, mathematical calculation, or mathematical reasoning.”

idea 2004 specific learning disabilities1
IDEA 2004 Specific Learning Disabilities

“In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientifically research- based interventions.”

idea 2004 specific learning disabilities2
IDEA 2004 Specific Learning Disabilities

A child is not a child with a disability if the presenting problem is caused by:

  • Lack of instruction in reading – including in the essential components of reading instruction
  • Lack of instruction in math
  • Limited English proficiency
14 125 criteria for determining specific learning disabilities sld
14.125 Criteria for Determining Specific Learning Disabilities (SLD)

Each school district and IU must develop procedures for determination of SLD that conform to State criteria

Procedures must be included in special education plans

§14.125(a), §711.25 (a)

per sections 14 122 14 125
Per Sections 14.122 & 14.125…
  • All children are required to have ‘scientifically- based instruction’ in core academic subjects
  • All children must be screened at reasonable intervals
  • Children referred to MDT for SLD must receive repeated assessments
slide23
*The most crucial work of RtI implementation is ensuring quality teaching in the standards aligned general education core curriculum.
addressing the priorities a standards aligned system
Addressing the Priorities:A Standards-Aligned System

Clear

Standards

Interventions

(Safety Nets)

Fair

Assessments

Curriculum:

Concepts

and

Competencies

Instructional

Materials &

Resources

Instruction

Strong

Results

slide26
The Three Phases of a

Continuous Improvement Planning Framework

Phase 2

ANALYZE DATA and DISCOVER

“Root Cause”

RtI –Data teaming process

Phase 3

PLAN

SOLUTION

*RtI Strategy

Phase 1

ORGANIZE

and REVIEW

DATA

RtI –Data driven process

  • Summative Assessments
  • Formative Assessments
  • Perceptual/Demographic Data

*RtI connection: The RtI strategy may be used as one of the “vital few” research validated strategies to assist schools with improving student performance.

why universal screeners
Why Universal Screeners?
  • Early Intervening-actively seek out students at risk of difficulty and intervene immediately prior to long term failure and the need for intensive supports.

OR

  • Wait for long-term failure greatly increasing the need for intensive interventions including special education.
universal screening expectations
Universal Screening Expectations
  • Screenings conducted on all students three times per year
  • School maintains results of screening in a database
  • School produces user-friendly summaries of screening data:
    • A graph is completed to display data for analysis and decision-making and to indicate percentage of students at-risk, at some risk, and at low risk
characteristics of a quality screening instrument
Characteristics of a Quality Screening Instrument
  • Must be brief and easily administered.
  • Must be research-based
  • Must be highly correlated to skills assessed
  • Must have benchmarks or be predictive of future performance
  • Must have high reliability and validity.
  • Must be sensitive to small increments of change
additional characteristics
Additional Characteristics
  • Alternate forms available
    • Screening
    • Progress Monitoring
  • Rates of improvement specified
  • Data analysis and reporting available
  • Leads to teacher or student change

National Center on Student Progress Monitoring

reading a national priority
Reading – A National Priority
  • How many students in your school or district are identified as learning disabled in reading?
  • How are those students identified?
  • Are you satisfied with your school or district’s achievement in reading, spelling, writing, and/or language?
the reality is
The reality is…
  • 80-85% of children referred to special education have learning disabilities involving reading and /or language.
  • 70-80% or poor readers have trouble with accurate and fluent word recognition in combination with fluency and comprehension problems.
  • Potential reading problems can be identified as early as mid-kindergarten and possibly earlier!
the research is clear
The Research Is Clear
  • Only 2-5% of our struggling readers should experience severe reading difficulties.
  • 90-95% of our students can become successful readers.
slide36
We can prevent the achievement gap!We can prevent many children with reading deficits from becoming reading disabled!
frequently used in pa
Frequently Used in PA
  • Dynamic Indicators of Early Literacy Skills (DIBELS)
    • www.dibels.uoregon.edu
  • AIMSweb
  • 4Sight Benchmark Assessments
    • www.AIMSweb.com
    • www.successforall.net
  • Monitoring Basic Skills Progress (MBSP)
    • www.proedinc.com
  • School-wide Information Systems (SWIS)
    • www.swis.org
remember
REMEMBER:

WITHOUT DATA…

ALL YOU HAVE IS AN OPINION!!!

Screening data, while brief, is authentic, timely, and your first indicator of difficulty with your school, class, or student.

screening
SCREENING

PLAN FOR IT

DO IT

ANALYZE IT

DO SOMETHING ABOUT IT

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