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Infusing RTI for Preservice and Inservice Teachers through University-School Partnerships

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

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Infusing RTI for Preservice and Inservice Teachers through University-School Partnerships

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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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