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Enhancing RTI Through University-School Partnerships for Teacher Development

This article explores the infusion of Response to Intervention (RTI) strategies for preservice and inservice teachers within university-school partnerships. With a focus on tailored approaches to meet diverse district needs, the paper critiques a standard prescription approach, emphasizing the need for active listening, collaboration, and professional decision-making. Highlighting examples from Bensalem Township and East Hanover Elementary, it discusses the importance of formative assessments, differentiated instruction, and creating flexible intervention blocks. These initiatives aim to foster meaningful growth in struggling readers and enhance teaching effectiveness.

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Enhancing RTI Through University-School Partnerships for Teacher Development

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  1. Barbara A. Marinak, Mount St. Mary's University Infusing RTI for Preservice and Inservice Teachers through University-School Partnerships

  2. RTI: Lack of Predictability • Just as predictable trajectories are rarely seen in struggling readers, one should not expect two districts to possess the same RTI needs. Hence, prescriptions will fail. The missing ingredients in a describe-prescribe focus are active listening, collaboration, and professional decision-making.

  3. Examples • Bensalem Township School District • Flexible Tier 2 and 3 • Grade level text in intervention • East Hanover Elementary School • Revised assessment plan • Adams County • Professional Development Motivation Profile

  4. Bensalem Township School DistrictConcerns K-2 • Lack of meaningful guided practice for intervention students in K-2 Grades 3-6 • Lack of AYP for ELL and IEP students • Lack of rigor during intervention instruction

  5. Guiding Principles Instruction* Responsive Teaching & Differentiation* Assessment Collaboration Systemic & Comprehensive Expertise

  6. Revisions: K-2 • Created flexibility between Tier 2 and Tier 3 • Built 45 minute intervention blocks • 30 minutes for a Tier 2 lesson • Additional 15 minutes for Tier 3- as needed • Decision regarding students who remain for Tier 3 is made daily by the interventionist based on formative assessment • Amount of time spent in Tier 2 and Tier 3 is tracked for each student

  7. Revisions 3-6 • Built 45 minute intervention blocks • 30 minutes of a Tier 2 or 3 lesson • Additional 15 minutes transference instruction • Transference instruction involves every child engaging with a chunk of grade level text every day • Grade level text is selected based on student interests

  8. East Hanover Elementary School Concerns • Lack of formative assessments • Frustration with data and time for administration on basal skills tests • Need for more rigorous comprehension assessment • Desire to more closely align instruction and assessment

  9. Guiding Principles Instruction Responsive Teaching & Differentiation Assessment* Collaboration Systemic & Comprehensive Expertise

  10. RTI Assessment Requirements: Data-based documentation of repeated assessments of achievement at reasonable intervals Intent: To use assessment information to differentiate instruction in order to make it more responsive to students’ needs and more likely to accelerate reading growth

  11. ScreeningFormative Progress MonitoringInterim-Benchmark Progress Monitoring RECOMMENDED Diagnostic Intervention/Instruction

  12. Revision to Assessment Plan • Discontinued basal skills testing • Implemented formative progress monitoring by classroom teachers • Implemented IRI interim benchmark testing by classroom teachers

  13. Implementation of Formative Progress Monitoring • Question writing and discussion using the Q-Matrix (Kagan, 2011) • Six within and between text constructed responses, scored with PA rubric and revised to proficiency

  14. Implementation of Interim Benchmark Progress Monitoring QRI-5 Data: Quantitative and Qualitative Options • Comprehension • Narrative and informational passages • Oral reading, silent reading, listening • Literal & inferential comprehension questions* • Retellings • Think-alouds • Word recognition • Comparison of word recognition in and out of context • Word recognition skills & strategies • Fluency - expression, prosody, rate

  15. Implementation of Interim Benchmark Progress Monitoring • “Real-time” training of classroom teachers • Benchmark passages selected • Four passages per year • Two informational (October and March) • Two narrative (January and May)

  16. Adams County Concerns • Incoming Beliefs and Dispositions • Effectiveness of Induction

  17. Guiding Principles Instruction Responsive Teaching & Differentiation* Assessment Collaboration* Systemic & Comprehensive Expertise*

  18. Professional Development Motivation Profile (PDMP) • 30 items • Two subscales: • Self-Concept • Value (Eccles, 1983)

  19. PDMP

  20. PMPD • Validated (Cronbach’s: self-concept =.87: value=.89) • Shared nationally (conferences and publications) • On-going in Adams County (blog)

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