CENTENNIAL PUBLIC SCHOOL RtI 101 Slides adapted from the NE RtI Consortium.
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Transcript of CENTENNIAL PUBLIC SCHOOL RtI 101 Slides adapted from the NE RtI Consortium.
CENTENNIAL PUBLIC SCHOOL
RtI 101
Slides adapted from the NE RtI Consortium
Overview
Introduce RtI Discuss beliefs & goals of RtI Discuss differences between SAT & RtI Discuss types of assessment within the
RtI model Discuss types of reading interventions Discuss district Stanford-10 and NESA
scores
Response to Intervention
“RtI is the practice of providing
high quality instruction and
intervention matched to student
needs, monitoring progress frequently
to make decisions about changes in
instruction or goals and applying
child response data to important
educational decisions.”
National Association of State Directors
of Special Education, 2005
What RTI IS
A systematic problem solving model for planning core supports for ALL students and intervention supports for those who need them (a continuum of supports)
Using high-quality data to make decisions at the district, school, classroom, group, and individual student levels. Decisions relate to curriculum, instructional practices, professional development needs, individual student needs, etc.
Ensuring effective instruction/intervention matched to student needs/instructional level based on data
A systems change for both general and special education that requires critical examination of current practices and willingness to adjust/change practices based on data
Ask Yourself…
The question is NOT: What about the learner is causing a performance deficit?
The question is NOW: What about the interaction of the curriculum, instruction, learner and learning environment should be changed so that the child will learn?
Core RTI Beliefs
ALL means ALL – all children can learn, not just all children can be taught
Intervention, doing something different, is the responsibility of ALL staff
Student performance is influenced most by the quality of the interventions/instruction we deliver and how well we deliver them
Decisions are best made based on data Expectations for student performance should be
dependent on a student’s response to intervention, not on a “score” that “attempts to measure” what they are “capable” of doing
We are ALL willing to change as the data-need indicate What we’ve been doing is not working for ALL students
RTI Goals
The Primary Goal of RTI is: Prevention of academic/behavior problems
Attend to skill gaps early Provide interventions/instruction early Close skill gaps to prevent failure Nonresponse to intervention is never the endpoint! We conduct
continuous problem solving to improve student outcomes.
It also is a process that can be used for: Determination of eligibility as a student with a specific
learning disability (SLD) Pattern of response to interventions and significant resources
necessary for student progress may result in referral to special education
Student intervention response data are considered for SLD eligibility
Rule 51- Nebraska
SLD Verification Guidelines “School districts should develop a plan for
the implementation of RTI for Reading for Kindergarten through Grade 6 by August 2012” (p. 159).
Until RTI is implemented with fidelity, the use of a severe discrepancy model remains appropriate for verification of SLD.
Why are RTI and Early Intervention Important?
Children come to school with varying early literacy experiences
Children who are at risk of reading difficulties can be identified as early as preschool
Without intervention 90% of struggling first graders will still be struggling at the end of elementary school
Struggling readers have a higher risk of academic failure and school dropout
Without intervention 74% of students who are poor readers in 3rd grade will be poor readers in 9th grade
Poor readers are less motivated to read We have documented the power of early intervention
to improve academic and behavioral outcomes for students
Al Otaiba & Torgesen, 2007; Hart & Risley, 1995; Felton & Pepper, 1995; Francis, et al., 1996; Juel, 1988; Shaywitz, et al., 1999; Morgan et al., 2008; Torgesen and Burgess, 1998; Wanzek & Vaughn, 2007
Essential Pieces of RtI
TeamLeadersh
ipParental Involvement
Scientifically or Research-Based Instruction or Intervention
Universal Screening Assessment
Planned Service Delivery
Intervention
Delivery
Fidelity Of
Instruction
Specific Learning Disability Verification
Individual ProgressMonitoring
11
Academic Systems Behavioral Systems
5-10% 5-10%
10-15% 10-15%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
75-85% 75-85%Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
A Smart System StructureSchool-Wide System for Student Success
What is an Intervention?
Instruction that supplements and intensifies classroom curriculum/instruction to meet student needs Academic or Behavioral Standard Protocol or Individualized
All interventions should have plan of implementation, criteria for successful response, and assessment to monitor progress
Interventions should be evidence-based—meaning they have been reviewed to determine whether they produce positive educational results in a predictable manner.
Intervention Data
What RTI IS NOT
Simply revamping the SAT process
What we’ve already been doing, just with a different name
Pulling kids for extra help
Something you “do” to children (e.g., we RTI’d that kid)
All about finding the “non-responders”
Special education initiative
Typical SAT Referral Driven Multi-Tier RTI Framework
Often still Wait to Fail; Focus only on intervention – no examination of the effectiveness of core instruction
Prevention-driven through Universal Screening (Benchmarking); Teams must first examine and ensure effective core instruction
Highly teacher dependent, some under-refer, some over-refer
Not dependent on referral; students not benefiting automatically receive support
Often teams focused on “within” child issues
Roles and functions change to Tools, Training, Support
Still seen as ‘hoop’ to SE eligibility (2 Tiers) Focus on effective interventions in a 3-Tier model
Solutions are 1-at-a-time, Process time-consuming and cumbersome
Solutions come first to groups, and from better Tools, Training, and Support
Doesn’t always follow systematic problem solving to select & evaluate interventions
Focus in Tier 3 is use of systematic problem solving process
Has not always employed research-based interventions
Strong emphasis on research-based interventions
SAT and RTI
RtI in 3 Sentences
RTI is a curriculum-based method of analyzing student academic or behavioral progress.
Because RTI is curriculum-based, the assessment tools and interventions are tied to what is being taught.
The success of the RTI system is based on solid research-based instruction and intervention, good data collection from frequent progress monitoring, and a well-defined decision-making process.
John Quiring, ESU 6
Purposes for Assessment
Screener Provides information about which students are meeting or exceeding
benchmark and which students are at risk Centennial uses DIBELS Next for the universal screener
Diagnostic Provides in-depth information about a student’s skills and instructional needs
Progress Monitor Provides information about whether a student is making adequate progress
and if the current instruction or intervention is effective for them Centennial uses DIBELS Next and/or Reading Mastery checkouts
Outcome Measure Provides a bottom-line evaluation of the effectiveness of the reading program Centennial uses the Stanford assessment
Screener-provides information about which students are meeting or exceeding benchmark and which students are at risk
DIBELS Next 3 x’s per year BOY – MOY – EOY
Outcome Measure-provides a bottom-line evaluation of the effectiveness of the reading programs
Stanford-10 Online (SAT-10) First 2 wks of May 2010 - 2011