1 / 45

Enhancing RtI: Instruction and Intervention

Enhancing RtI: Instruction and Intervention. PowerPoints available at www.fisherandfrey.com Click “Resources” Book available from ASCD. Nancy Frey and Doug Fisher www.fisherandfrey.com. Purpose of RtI.

nita
Download Presentation

Enhancing RtI: Instruction and Intervention

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Enhancing RtI: Instruction and Intervention PowerPoints available at www.fisherandfrey.com Click “Resources” Book available from ASCD Nancy Frey and Doug Fisher www.fisherandfrey.com

  2. Purpose of RtI An alternative way to identify students as having learning disabilities, making sure that students who struggle were not misidentified as disabled when different and/or more intensive instruction addressed their needs. “Big RTI”

  3. A school improvement process designed to ensure that students receive the instruction, intervention, and support necessary to be successful. “little rti”

  4. Paucity of Research The majority of RTI research focuses on students at the elementary level.

  5. Constrained vs. Unconstrained Skills Phonemic Awareness Phonics Fluency

  6. Constrained vs. Unconstrained Skills Comprehension Vocabulary

  7. Research Questions As RtI is implemented in a high school, 1) What happens with student achievement? 2) How can RtI interventions be organized and delivered in a high school setting?

  8. Student Participants 444 9-12th graders 62% free/reduced lunch 15% from military families 44% Latino/Hispanic 22% Black 16% Asian 18% White 70% EL students 8.5% Students with disabilities 4% with 504 plans

  9. Outcomes: Schoolwide Outperformed state-identified similar schools by 11%. Student achievement increased 4% on state achievement measures. Independent auditor noted that the school, “… outperforms all [local] schools in the percentage of students at or above proficiency in ELA and math.” (Audit report, June 2009)

  10. Outcomes: Grade Point Averages • GPAs increased from 2.89 to 3.36, (t=12.58, df=742, p<.001). • The largest gains in GPA came from students living in poverty and students with disabilities. • For students living in poverty, average GPA increased from 2.26 to 3.12 (t=16.84, df=414, p<.001). • For students with disabilities, average GPA increased • from 1.30 to 3.02 (t=7.26, df=61, p<.0001).

  11. Outcomes: Attendance By the end of the two-year data collection period, attendance had increased from 90.4% to 95.6%.

  12. Outcomes: Referrals to Special Education Reduced from 17% referral rate to 3%. 8.5% had an IEP, compared to county average of 11.5%.

  13. “I used to refer students to special education when I needed help with them. Now I have that help, and I am part of that help.” 9th grade English teacher, May 2009

  14. Response to Instruction and Intervention (RtI2) Tier 1: 75+% Tier 2: 10-15% Tier 3: 5-10% Manipulate variables…

  15. Tiers 2 and 3 intervention are not a Band-Aid… …for ineffective Tier 1 instruction.

  16. What could Tier 1 look like? Tier 1: 75+%

  17. Tier 1: Quality Core Instruction Increased productive group work (school goal was 50% of instructional minutes) Competency-based grading Better implementation of Gradual Release of Responsibility instructional framework (Fisher & Frey, 2008)

  18. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  19. The sudden release of responsibility TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  20. DIY School TEACHER RESPONSIBILITY (none) “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  21. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  22. Video available to Principal Leadership subscribers at www.principals.org/pl0910frey September 2010 issue

  23. Feed forward to improve programmatically

  24. Item Analysis in Science

  25. What could Tier 2 look like? Tier 2: 10-15%

  26. Tier 2 Schedule Intervention to Supplement, Not Supplant Core Instruction Tutorials Academic Recovery Progress monitoring and assessments (did not exist prior to study)

  27. Manipulate the variables

  28. Access to Expertise

  29. Time and Duration

  30. Increased guided instruction with smaller groups

  31. Group size

  32. Assessments & Screening tools

  33. CBMs 1-2 times per month for progress monitoring Cloze assessments Oral fluency measures Timed math exercises Timed writing

  34. Video available to Principal Leadership subscribers at www.principals.org/pl0211fisher February 2011 issue

  35. What could Tier 3 look like? Tier 3: 5-10%

  36. Tier 3: Intensive Interventions Did not exist at the beginning of the study 1:1 instruction By end of second year, every certificated adult had provided individualized instruction to at least one student

  37. Keep the teacher at the center of communication

  38. Daily 1:1 instruction

  39. Analytic writing samples Vocabulary CBMs Increased Progress Monitoring with specialized assessments

  40. Every certificated adult meets with students

  41. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

  42. The Takeaway The Takeaway • Instruction and Intervention are linked • Manipulate variables (time, assessment, expertise, instruction) to intensify intervention • Build in a feed forward method so that RtI2 results inform classroom instruction and programmatic improvements • Keep the teacher and family at the center of communication

More Related