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RtI: Core Analysis

RtI: Core Analysis. rationale, tier 1 instruction , systems-level data analysis, Literacy Analysis Guide. Rationale. How do you know RtI—as a system—is working? Are your tier 1 supports effective? RtI Stages of Implementation ( Fixsen et.al , 2005 ) Exploration Program Installation

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RtI: Core Analysis

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  1. RtI: Core Analysis rationale, tier 1 instruction, systems-level data analysis, Literacy Analysis Guide

  2. Rationale • How do you know RtI—as a system—is working? • Are your tier 1 supports effective? • RtI Stages of Implementation (Fixsenet.al, 2005) • Exploration • Program Installation • Initial Implementation • Full Implementation • Innovation • Sustainability

  3. Critical Components of strong Tier 1 literacy supports • A core instructional program of validated efficacy adopted and implemented school-wide • Core instruction is differentiated to meet students’ skill needs • Supplemental and intervention programs support core program • Programs and materials emphasize big ideas

  4. Critical Components of strong Tier 1 literacy supports • Programs implemented with high fidelity • Strong professional development and coaching to support those providing instruction • Reliable and valid assessment systems to guide decision-making • All staff working together to meet the needs of all students

  5. Common RtI Pitfalls • Too many students needing interventions • Often can’t develop ways to check fidelity or assess core implementation if expectations are unclear • What does 80-85% at benchmark really mean? • Limited resources to provide continuum of supports • We have 90 minute reading blocks. Doesn’t that mean we’ve got a good core? Now what?

  6. Taking a Closer Look • If at least 80% of students ARE reaching benchmarks, consider: • Examining key features of effective Tier 1 supports to ensure you have features in place to sustain those effective supports • If at least 80% of students ARE NOT reaching benchmarks: • Consider: • Instructional delivery • Fidelity to program design • Ineffective core (research basis, need supplement?, need new?)

  7. Systematic Problem Solving and Action Planning Process

  8. A Useful Tool: RtI Consortium Partners in Training Online http://rtinebraska.unl.edu

  9. Preparation: Gather the data! • What data is available and most useful to study tier 1 systems (core implementation and instruction)? • Prepare the data to facilitate analysis.

  10. a bit of (attempted) humor…

  11. Preparation: Gather the data! • What data is available and most useful to study tier 1 systems (core implementation and instruction)? • Prepare the data to facilitate analysis.

  12. Universal Screening Reports • Summary Report • Summary of Effectiveness • Cross-Year Box Plot • DIBELS School-Wide Effectiveness Worksheet

  13. Summary Report

  14. Cross-Year Box Plot

  15. School-Wide Effectiveness

  16. Calculating Growth Rates • Annual normative growth • All kids in particular grade level • Semester growth • winter – fall and spring - winter spring mean score – fall mean score # of instructional weeks = growth rate

  17. Normative Growth Rates Example • If the average third grade district score was 60 CWPM in fall and the average third grade district score in winter was 90 there would have been a 30 word improvement. If there were 15 instructional weeks, the growth rate equals 2 words per week. 90 - 30 15 = 2 words per week

  18. Using Growth Rates • Normative growth at a grade/class level • Average growth of all students receiving core instruction alone • Semester normative growth rates to national growth rates • How do growth rates compare fall-winter, winter-spring, full year? • How do the starting points compare from year to year? • How do school growth rates compare to national growth rates currently available?

  19. Literacy Analysis Guide (LAG) a systems-check for RtI

  20. Report Findings & Next Steps

  21. Taking a Closer Look • If at least 80% of students ARE reaching benchmarks, consider: • Examining key features of effective Tier 1 supports to ensure you have features in place to sustain those effective supports • If at least 80% of students ARE NOT reaching benchmarks: • Consider: • Instructional delivery • Fidelity to program design • Ineffective core (research basis, need supplement?, need new?)

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