Welcome Back

1. Welcome Back Kaskaskia Special Education District RTI Workshop Day 2 July 24, 2008

2. Response to Intervention • Marica Cullen, Illinois State Department of Education • Ellen Hunter, Private Consultant • Allison Layland, Center for Research on Learning

3. RTI

4. Interventions • Primary Level • High quality, scientifically based general instruction • Core curriculum • Effective strategies

5. Primary Level • Overall reading and math instruction embedded throughout content instruction • Content enhancement strategies to ensure content mastery • Progress monitoring and adjustments in instruction as needed

6. Secondary Level • Applies to students who demonstrate inadequate progress through progress monitoring despite receiving high quality instruction and strategies. • Interventions are • specific to needs • Provided in addition to general instruction • Small group (3 to 5 students) • Progress monitor frequently to determine response

7. Tertiary Level • Applies to those that have low response to interventions provided in the small group • More intensive in time and frequency • More frequent progress monitoring • Could be special education, but does not have to be

8. One example • Content Literacy • The listening, speaking, reading, writing,and thinking skills and strategies required to learn in each academic discipline. • These skills are applied across content areas.

9. Example of RtI Riverbank High School Story Implementing the Content Literacy Continuum Ken Geisick, Ed.D. Riverbank High School Principal Peggy Graving-Reyes National Site Coordinator, Midwest CLC Research Project CLC/SIM Professional Developer, KU Center for Research on Learning Silvia DeRuvo Program Associate California Comprehensive Center at WestEd

10. Thinking about the curriculum: Knowledge and Outcomes

11. Thinking About the Curriculum... Knowledge Critical Content Course

12. The CLC says… • Each member of a secondary staff has unique (but very important) roles relative to literacy instruction • While every content teacher is not a reading teacher, every teacher instructs students in how to read and process content. • Instructional coaches may be necessary but aren’t sufficient. • Some students require more intensive, systematic, explicit instruction of content, strategies, and skills

13. Content Literacy “Synergy” CONTENT CLASSES Level 1. Enhanced Content Instruction TIER I CONTENT CLASSES Level 2. Embedded Strategy Instruction TIER I Level 3. Intensive Strategy Instruction • strategy classes • strategic tutoring Level 4. Intensive Basic Skill Instruction Level 5. Therapeutic Intervention Foundational language competencies Improved Literacy KU-CRL CLC- Lenz, Ehren,& Deshler, 2005

14. Proficient readers have • Background knowledge • Text/Knowledge structure • Vocabulary • Learning strategies • Fluency • Sight word vocabulary • Word Recognition

15. Proficient readers have • Background knowledge • Text/Knowledge structure • Vocabulary • Learning strategies • Fluency • Sight word vocabulary • Word Recognition Primary Level Levels 1 and 2 Secondary Level Levels 2 and 3 Tertiary Level Levels 3, 4 and 5

16. Primary SUBJECT MATTER STRATEGIES HIGHER ORDER LEVELS 1 2 3 4 5 Enhance content instruction Tier I: Universal Instruction in CERs Embedded strategy instruction Tier 1: Universal Instruction in Learning Strategies (LS) Intensive strategy instruction Tier II: Targeted Interventions in LS (Short Term) Tier III: Specialized Treatments in LS (Long Term) Intensive basic skill instruction Tier II: Target Interventions (Short Term) Tier III: Specialized Treatments (Long Term) Therapeutic intervention Tier III: Specialized Treatments SKILLS LANGUAGE

17. A Continuum of Literacy Instruction(Content Literacy Continuum -- CLC) Level 1:Enhanced content instruction (mastery of critical content for all regardless of literacy levels) Level 2:Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods) Level 3:Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences -4th & above) Level 4:Intensive basic skill instruction (mastery of entry level literacy skills at the PreK-3rd: decoding, fluency…) Level 5:Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)

18. Content Enhancement Teaching Routines Planning & Organizing Course Organizer Unit Organizer Lesson Organizer Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Exploring Text, Topics, & Details Framing Routine Survey Routine Clarifying Routine Order Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine

19. Learning Strategies Expression of Competence • Sentence Writing (Fundamentals and Proficiency) • Paragraph Writing • Error Monitoring • Theme Writing • Assignment Completion • Test-Taking • Essay Test Taking Acquisition • Word Identification • Paraphrasing • Fundamentals of Summarizing & Paraphrasing • Self-Questioning • Visual Imagery • Word Mapping • Interpreting Visuals • Multipass Storage • First-Letter Mnemonic • Paired Associates • Listening/Notetaking • Vocabulary

20. Strategies for Interacting with Others Slant -A classroom participation strategy Possible Selves -Motivational - Goal Setting Strategy Cooperative Thinking THINK Strategy -problem solving LEARN Strategy -learning critical information BUILD Strategy -decision-making SCORE Skills -social skills for cooperative groups Teamwork Strategy Community Building Series Focusing Together Following Instructions Together Organizing Together Taking Notes Together Talking Together

21. Intense Explicit Instruction Intense Explicit Instruction Primary • Level I • Cue • Do • Review • Level 2 • “I do it” (learn by watching) • “We do it” (learn by sharing) • “You do It”(learn by practicing) Secondary and Tertiary • Level 3, 4, and 5 • Pretest • Describe • Commitment of student and teacher • Goals • High Expectations • Model • Practice and quality feedback • Controlled and advanced • Posttest and reflect • Generalize, transfer and apply

22. Riverbank High School Reports • High minority, high poverty, suburban/semi-rural • Implementation of CLC for 4 years. • Gained over 100 points on California’s Academic Performance Index (API) • Exceeded growth targets for Latino students, students with disabilities and English Learners

23. BREAK

24. More Examples Rural Secondary Literacy Project

25. Ortega Middle School • Pilot project site • Developed and nurtured literacy leadership team • Full implementation Fall of 2007 • Changed mastery schedule to include literacy classes for all students • Arranged classes into 3 Tiers • Trained staff for instructional participation • Purchased curriculum for intensive intervention classes • Used existing curriculum for targeted/strategic instruction • Purchased additional instruction resources for strategic instruction

26. Additional Adjustments • Merged Literacy team with RtI team • Used coaching/training to further staff’s understanding of reading/literacy • Using program specific assessments to monitor progress • Purchased AIMsweb to intensify progrss monitooring

27. Plans for Fall 2008 • Adjust master schedule to increase intensive instruction to a full 90 minutes daily

28. Group Work Time Part II and V

29. LUNCH

30. One District’s Journey Beginning data District ranked 40th in the state in reading but 14th in math Reading scores were stagnant or showed decline Majority of English language learners had been in the district for more than 4 years, yet were unable to score proficient

31. Teachers’ Voices During the meet and confer process the teacher suggested a district wide literacy goal tied to performance All staff including classified staff would receive a monetary reward for improved reading performance School Board set aside $100,000

32. District Literacy Committee Comprised of staff, parents, community members, and had student representation Developed a district literacy goal that aligned with RTI Implementation seen as a 5 year plan

33. Mission and Vision Promote a literacy enriched culture where all learners develop the ability to make meaning of various forms of information and use this information to become successful creative, innovative, critical thinkers and problem solvers. To develop and implement a Literacy Continuum of Services that includes formative assessments and screenings, tiered effective interventions and scientific research based instructional practices across all content areas to improve student achievement in literacy.

34. Started small Increase the number of students from No Score and Unsatisfactory to Partially Proficient by 10% or 7 students. Increase the number of students from Partially Proficient to Proficient by 10% or 14 students. Increase the number of students from Proficient to Advanced by 5% or 24 students.

35. Information Gathering Inventory of interventions to date We had more than 10 interventions being used in the district with various levels of training, implementation and effectiveness. Review of current research for all current interventions Identified those programs with the strongest research. Changed the implementation of those programs with least research-based effectiveness.

36. Information Gathering Elementary School: DIBELS STAR BEAR Scantron EdPerformance consistently twice a year Middle School: Scantron EdPerformance consistently once a year High School: Scantron EdPerformance inconsistently

37. Screening Model All Students Review CSAP Give: Test of Silent Contextual Reading Fluency(TOSCRF) Group One Proficient CSAP & Above 40%ile on TOSCRF No further assessment at this time Teach comprehension & vocabulary Group Two Low CSAP & Above 40%ile on TOSCRF Give Test of Silent Word Reading Fluency(TOSWRF) Group Three Low CSAP & Below 40%ile on TOSCRF Give Test of Word Reading Efficiency (TOWRE) Group Two A Low CSAP & Above 40%ile on TOSWRF Monitor Progress Review Test Taking Skills Teach comprehension & vocabulary Group Two B Low CSAP & Below 40%ile on TOSWRF Give Test of Word Reading Efficiency (TOWRE) Group Two B1/Group Three A Above 33%ile on both TOWRE subtests Provide Intervention with major emphasis on comprehension and minor decoding Group Two B2/Group Three B Below 33% on either TOWRE subtests Provide intervention with major emphasis on decoding and minor comprehension Response to Intervention If progress is seen continue instruction until progress indicates intervention is no longer needed. Response to Intervention If progress is not seen or is slow, increase the time and intensity of the intervention and if warranted, give component specific diagnostic assessment and intensify intervention

38. Interventions-middle school Tier 1 Common Strategies for Vocabulary and Comprehension Tier 3 Tier 2 (Planned) Literacy Workshop as semester class Vocabulary Through Morphemes Spellography Six-Minute Solution Tier 3 Wilson Hampton Brown High Point LiPS

39. Interventions-high school • Tier 1 • Core Language Arts Program (McDougal Littell) • Tier 2 and 3 (18 students) • Double block of Language Arts • Wilson • LiPS • Advanced decoding-Rewards • Bridges to Literature (McDougal Little)

40. Building a Literacy Culture District Literacy Specialist “Bus-braries” High School Student Literacy Group Community “hosts”

41. Results Post testing has been done and being analyzed CSAP test results coming out More work to be done

42. BREAK

43. Fidelity From a researcher perspective Dumas et al., 2001: “Fidelity is central to the validity of any intervention study and is closely related to the statistical power of outcome analysis.” From a school system perspective Mellard & Johnson, 2008: Serves the purpose of identifying areas of strength on which schools can build and areas of deficiency that need to be remediated.

44. Methods in Fidelity Direct Assessment Operational Terms are specified in a checklist Observations indicate number of components implemented Considered the best practice Example: FCRR principal’s walk through checklist Mellard & Johnson, 2008

45. Methods in Fidelity Indirect assessment Self-reports, rating scales, interviews, permanent products Manualized treatments Step by step guide or checklist of implementation Supporting materials needed Mellard & Johnson, 2008

46. Frequency of Fidelity Checks Dependent upon Experience level of the teacher Teacher request for support Class or group performance on progress monitoring, screening, and other assessments Referral rates Mellard & Johnson, 2008

47. Support Systems Professional development and training Formal opportunities for workshops and inservice training Partnerships with mentors or coaches Resource allocation Time Support materials Social structures Role changes Mellard & Johnson, 2008

48. Qualities of High Quality Vision stated and shared Staff member roles defined Resources provided Process delineated Frequency Criteria What’s next? Mellard & Johnson, 2008

49. Internet Resources • Illinois State Board of Education website • www.isbe.net/RtI_plan/default.htm or • www.isbe.net and search Response to Intervention

50. Internet Resources • www.rti4success.org • www.ideapartnership.org/page.cfm?pageid=28 • www.ilispa.org/ • www.nasdse.org/projects.cfm?pageprojectid=23 • www.rrfcnetwork.org