Response to Instruction: Creating a Systematic Response.
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Transcript of Response to Instruction: Creating a Systematic Response.
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Response to Instruction:
Creating a Systematic Response
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Urgent Directive Timely Targeted Administered by trained
professionals Systematic
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Urgent Directive Timely Targeted Administered by trained
professionals Systematic
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Urgent Directive Timely Targeted Administered by trained
professionals Systematic
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Urgent Directive Timely Targeted Administered by trained
professionals Systematic
![Page 6: Response to Instruction: Creating a Systematic Response.](https://reader036.fdocuments.us/reader036/viewer/2022070413/5697bfa11a28abf838c95d1f/html5/thumbnails/6.jpg)
Urgent Directive Timely Targeted Administered by trained
professionals Systematic
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Urgent Directive Timely Targeted Administered by trained
professionals Systematic
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Urgent Directive Timely Targeted Administered by trained
professionals Systematic
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Systematic response for ALL
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Core RTI Principles
all children Intervene early Use a multi-tier model of service delivery Use a problem-solving method to make decisions
within a multi-tier model Use research-based, scientifically validated
interventions/instruction to the extent available Monitor student progress to inform instruction Use data to make decisions Use assessment for 3 different purposes
Screening, diagnostic, progress monitoring
NASDSE, 2006
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RTI Misconception
Is Not IsAn instructional program A framework to implement effective
practices
A group of students that leaves your room for extra instruction
A system of matching resources to each individuals student’s needs
Possible to implement alone A collaborative effort
The same for every school Uniquely designed for each building
A special ed, a general ed, a Title 1, a Talented and Gifted initiative
An “Every” Education Initiative
An educational fad A systematic method for delivering instruction, based on research and effective large scale implementation
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Academic Systems
Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
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
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
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Professional Development
Special Education
ELL
District OfficeResources
Title Programs
Curriculum Development
Response to Intervention
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RTI begins with General Education!
Teachers don’t fail students, systems do.
RTI is a system for differentiation of instruction!
RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.
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In The Past
GeneralEducation
Title Reading or
Other Reading Support
Special Education
Some “Fell’”Through
Some “Fell’”Through
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Full Continuum of Support
GeneralEducation
Title Reading & Reading Support,
Gifted Ed.
Special Education,Gifted Ed.IIIIIIII
all along the continuum!I =
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Reading Is Not Optional
Kindergarten Fourth grade Behavior Problems Low graduation rates
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Developmental lag Skill deficit
Days and Weeks Matter
We can’t wait for them to “bloom?”
vs.
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Good reading builds reading AND cognitive skills!
Days and Weeks Matter
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Differences Learning to Read
Estimates from NICHD research
Population %
Journey to Reading
Instructional Requirements
5 Easy: children read before starting school
Need no formal decoding instruction
35 Relatively Easy Learn to read regardless of instructional approach
40 Formidable Challenge
Need systematic and explicit instruction
20 One of the most difficult tasks to be mastered in school
Need intensive, systematic, direct, explicit instruction
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A Tale of Two Systems
Does the child find the system, or does the system find the child?
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Pre-referral team (CARES)reviews what teacher
has tried
Jessie participates in thecurriculum
Jessie isn’t doing well
Teacher tries again
Resumesregular
program
Jessiedoesn’t
improve
Jessieimproves
Teacher’s effort is deemed sufficient
Special Education referral is initiated by the teacher
Jessie’s teacher does his best to differentiate instruction and keeps
anecdotal data
Teacher is told to try again
Jessie is tested, usually by special education personnel, using IQ, achievement, and other tests
The
pre referral/discrepancy
approach
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Daisy participates in the general core curriculumwith strong instruction
Daisy is screened and isn’t doing well Second Group
Intervention
Data Team designs individualized intervention
Resumesgeneralprogram
Daisydoesn’t
improve
Daisyimproves
Daisydoesn’t
improve
Daisyimproves
Intervention is intense and LD is suspected
Improvement is good and other
factors are suspected as
cause
Special Education referral is initiated by the team
Data Team reviews screening data and places Daisy in group intervention
Parents Notified
How RTI Works from a Student’s Perspective
Progress monitoring and intervention data is used
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Think, Pair, Share
How do the two team processes differ? How are teams currently organized in your
district? How would your team process look different
in a multi-tiered, RTI system? Does the child find the system, or does the system find the child?
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The Process is Ongoing and Long-Term
CONSENSUS
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So how do we make this happen?
Professional Development
LeadershipData based
teaming
Universal screener
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
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Leadership
District Level
AND
School Level
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Teaming
Principal Classroom
Teachers Specialists School
Counselor School
PsychologistCollaborating
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Teaming
Principal Classroom
Teachers Specialists School
Counselor School
PsychologistCo-laboring
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Delivery: Ongoing Anticipate and be willing to meet the newly emerging needs based on student and staff need and performance.
Sufficient time to collaborate and plan Incorporates fidelity checksData ALSO used to drive professional development needs.
Professional Development and Fidelity
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5 minute walk through
Core program fidelity check
Intervention fidelity checks
Professional Development and Fidelity
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Content: Core curriculum & instruction Assessment Interventions Teaming Data-based decision making SPED procedures
Professional Development and Fidelity
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Universal Screening
Universal screening for ALL students at least three times per year
Good screening measures:
Efficient, brief, valid, reliable, unbiased and over-identifies
Screening is used as a key measure to determine: The health of the core Which students might need additional intervention
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Core Program
Phonemic Awareness Phonics Fluency Vocabulary Comprehension
State standards Scope and sequence
Phonics
Fluency
Phonemic AwarenessComprhensionVocabulary
For all students!
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Decision Rules
Provide the “now what” after teams have analyzed student data
Guide decisions for all tiers Take the guesswork out of “what to do
next” Ensure equity across schools
I think… I feel… I believeWhat data do you have that makes you
think/feel/believe that?-Dr. Ed Shapiro
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Reading Protocol
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• Are the children learning?
• How can we tell?
Progress Monitoring
Tools Must Be: Brief Valid Reliable Repeatable Easy to Administer
Frequency: Every 2 weeks
(minimum) Every week (ideal)
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10
20
30
40
Dec.S cores
Feb.S cores
J an.S cores
Marc hS cores
AprilS cores
MayS cores
J uneS cores
60
50
Aimline
Determine Response to Intervention
When a student fails to make adequate progress we should change their instruction to help her meet the goal
Read Naturally
Phonics for Reading
Reading Mastery
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Interventions
Must be designed to match identified needs
Is in addition to and aligns with the district
core curriculum
Uses more explicit instruction
Provides more intensity
Additional modeling and guided feedback
Immediacy of feedback
Does NOT replace core
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Benefits Of an RTI System
RTI will help you to: Know immediately, “Is what we are doing
working?” Know which students need more/different Know what each student needs Provide structures to deliver what students
need Reduce rates of identification of student
learning disabilities Prevent reading problems before they occur Raise student achievement
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Do you have a systematic response?
Urgent Directive Timely Targeted Administered by trained
professionals Systematic
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Do you have a systematic response?
Urgent Directive Timely Targeted Administered by trained
professionals Systematic