RTI Tips & Tricks of the Trade: Fourth Year of Implementation
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Transcript of RTI Tips & Tricks of the Trade: Fourth Year of Implementation
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The Enlarged City School District of Troy, NYSeptember 9, 2009
PreK-6 Staff
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Michele Jacobs, Principal Meg Thurman, Director of Special Education
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1. Insufficient Time to Plan or Meet
2. No Building Administrator3. No Designated Facilitator- Roles Defined4. No Standard Protocol for Intervention5. Not Sticking to the Prob. Solving Steps6. Insufficient Staff Development/Consensus7. Not Using Researched Based Programs8. Not Gathering Data Prior to the Meeting9. Decisions Not Data Based10. Assuming Special Education is an Intervention
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RtI Core Principles
1. RTI/Problem Solving is about building a better support system for general education
2. Prevention and Early Intervention3. Scientifically based screening & progress monitoring
to inform instruction and intervention4. Data based decision making5. Use research-based, scientifically validated 3+ tiers
of interventions/instruction6. Use a problem-solving methodology7. Make a Plan
Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005NADSE (National Association of Directors of Special Education
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What RTI Is and Is Not Is:RtI is an overall integrated system of service delivery for ALL students.
Is Not:RtI is not just an eligibility system—a way of reducing the numbers of students placed into special education.
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Evaluating Core Reading ProgramsIf 80% is not Meeting on State
Standards FIX First
http://www.nationalreadingpanel.org/
Phonemic Awareness
Phonics
Fluency
VocabularyComprehension
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Evaluating Core Reading Programs
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UNIVERSAL TIER 1: Benchmark/Core Programs:
1. Rigby Literacy (Harcourt Rigby Education2. Fountas & Pinnell (Heinemann)2. Trophies (Harcourt School Publishers3. The Nation’s Choice (Houghton Mifflin4. Macmillan/McGraw-Hill Reading 5. Open Court (SRA/McGraw-Hill)6. Reading Mastery Plus (SRA/
McGraw-Hill)7. Scott Foresman Reading 8 Wright Group Literacy Reviewed by: Oregon Reading FirstComprehensive: Addressed all 5 areas and
included at least grades K-3
~80% of Students
~15%
~5%
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Addl.Diagnostic
AssessmentInstruction Results
Monitoring
IndividualDiagnostic
IndividualizedIntensive
weekly
All Students at a grade level
ODRsMonthly
Bx Screening
Bench-Mark
AssessmentAnnualTesting
Behavior Academics
None ContinueWithCore
Instruction
GradesClassroom
AssessmentsYearly Assessments
StandardProtocol
SmallGroupDifferent-iatedBy Skill
2 times/month
Step 1 Step 2 Step 3 Step 4
Supplemental
1-5%
5-10%
80-90%
Core
Intensive
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Special Education
General Education
Sea of Ineligibility
Without A 3-Tiered Model-
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With a 3-Tiered Model: Bridging the Gap
General Education
Interventions
Intensity of Problem
Am
ount
of R
esou
rces
Nee
ded
to S
olve
Pro
blem
This group MAY be spec. ed.
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Example of 3-Tier Level Interventions
Time
Curricular Focus
Curricular Breadth
Frequency of Progress Monitoring
Tier I
90
5 areas
Core
3X Yearly or greater
Tier 2
120
Less than 5
Core+
Supplemental
Monthly or
greater
Tier 3
180
2 or less
Core+
Intensive
Weekly
Reading
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You WILL have to change your master schedule to accommodate supplemental teaching
Flexibly grouping students and providing supplemental instruction requires planning and scheduling
Logistics of it all is one of the biggest hurdles you will face
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Parent PermissionLetter to ParentsHandbook Changes
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Until, and unless, Consensus (understanding the need and trusting in the support) is reached no support will exist to establish the Infrastructure. Until, and unless, the Infrastructure is in place Implementation will not take place.
A fatal flaw is to attempt Implementation without Consensus and Infrastructure
Leadership must come both from the Principal and from the educators in the building.
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No child should be left behind It is OK to provide differential
service across students Academic Engaged Time must
be considered first Student performance is
influenced most by the quality of the interventions we deliver and how well we deliver them- not preconceived notions about child characteristics
Decisions are best made with data
Our expectations for student performance should be dependent on a student’s response to intervention, not on the basis of a “score” that “predicts” what they are “capable” of doing.
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3-6 years Take it one step (e.g., skill) at a time. Start with young students (Fold in) Consider Tier 1 issues Create Tier 2 options with existing staff and
resources Develop a 5 year PDP for staff Ease their job with social support and
technology Use networks-avoid “reinventing” the wheel.
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To get it done, you will have to allocate MUCH of your PD Time for 2 to 3 years (maybe longer) on getting RtI going and supporting it
The in-service model has to go away
Must be planned
Must change the way you do PD - we are looking for behavior change here!
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Motivation issues- both for staff and kids. RtI is hard work (get on the bus)
Plan for motivation problems Be proactive and celebrate/share success
storiesCore PS/RTI Team: Visit a RTI school
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1 2 3 4
The Vision: Building a System of Substantial Instructional Interventions to Reduce the Gap
3.2
Control With research-
based core but without extra instructional intervention
4.9
Intervention
With substantial instructional intervention
Grade level corresponding to age
Rea
ding
gra
de le
vel 4
3
2
1
5
2.5
5.2
At Risk on Early Screening
Low Risk on Early Screening
Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers. Slide coursety of W. Alan Coulter http://www.monitoringcenter.lsuhsc.edu 23
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4
0
5
10
15
20
25
30
2006-07 2007-08
% o
f stu
dent
s in
the
at-
risk
ca
tego
ry (1
6% a
nd lo
wer
)Overall I mpact of the Reading Model
% of struggling readers for 2006-07 and 07-08
200…
SStruggling readers defined as those at or below the 16% national Aimswebnorms for oral reading fluency.
LOOKING AT THE OVERALL IMPACT OF OUR READING MODEL :
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Integrated Assessment Systems
Assessment
Instruction
Assessment Instruction
This is what we want..
Aligning Assessment and Instruction
Not this
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Parent conferences
Identify students in need of interventions
Monitor improvement
Establish intervention groups
Write academic plans
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To identify where additional resources and personnel in the classroom and across grade levels
To evaluate the effectiveness of the reading curriculum, instructional strategies and supplemental programs
To evaluate the effectiveness of building level strategies for facilities, finances and personnel
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Identify schools in need of interventions
Review student outcomes across the grade levels and across the district
Plan professional development targeting student outcomes and student needs
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Effectiveness of Tiered Intervention program
One of multiple indicators to move students in and through the intervention Tiers
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Benchmarking- 3x a year◦ DIBELS/AIMSWEB
Reading K-8 Math 4-8
Progress Monitoring◦ Weekly : Tier II and Tier III
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1. UNIVERSAL SCREENINGAND BENCHMARKING: EARLY LITERACY MEASURES, AS
DIBELS OR AIMSWEBCBM
(KEY CRITICAL INDICATORS)
FRAMEWORK FOR READING ASSESSMENT
STRATEGIC MONITORING (ROI)
PROGRESS MONITORING
(ROI)SYSTEMATIC PROBLEM SOLVING
PINPOINTING THE SPECIFIC AREA OF DIFFICULTY
TIER III
TIER II
TIER I 3 X PER YEAR
Every Week or 2X Month
EVERY WEEK
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Frameworks for thinking and planning
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How do we know what to use? Websites for Scientifically Based Reading Interventions
Florida Center for Reading Research: www.fcrr.orgOregon Reading First Center: reading.uoregon.eduTexas Center for Reading and Language Arts:www.texasreading.org
Fcrr reports 34
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http://www.fcrr.org/FCRRReports
Florida Center for Reading Research
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Researched Based Core Reading/Math Curriculum
FRAMEWORK for READING INTERVENTIONS
LexiaReading Plus
SRA DI PROGRAMS-READING MASTERY, HORIZONS, CORRECTIVE READING
EAROBBICS GREAT LEAPS /SLANT REWARDS 6 MIN. SOLUTIONS SRA DI PROGRAMS Lexia
TIER I.
TIER II.At-risk students-Supplemental interventions
TIER III.Highly at-risk studentsIntensive interventions
Students identified through data. PS team matches
students to appropriate
intervention - teacher, aide.
More intensive individual support-
K PALSM. HEGGERTY PROGRAM/
1ST GR. PALSEAROBICS
GREAT LEAPS/ SLANTREWARDS
Read Naturally6 MINUTE SOLUTIONS
SOAR TO SUCCESSREPEATED PRRASES, REPEATED READINGS
BRINGING WORDS TO LIFE, ELEMENTS OF READ-VOAB., CORE VOCAB. HANDBOOK.
MULTILEVEL VOCAB.PROGRAMMETACOGNITIVE STRAT.-
COLLABORATIVE STRATEGIC READING
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. Ensure implementation integrity of the intervention.
– Training & Guided practice with feedback (coaching)
– Intervention scripts or treatment manuals.
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Intervention Integrity Checklist Check the boxes considered in developing your intervention integrity. Sign and date on the bottom of the form. 1. 1. Intervention is focused on area(s) of concern 1. 2. High Probability Interventions
a. Empirically supported b. Interventions are easy c. Interventions are positive (constructive/educative approaches) d. Are at childÕs instructional level
3. Treatment Integrity checks or intervention monitoring systems are employed:
Participant reports Outside sources Evaluation of permanent products Intervention script Guided Practice/Modeling
4. Consult and Support
Who When Frequency
Definitions of Checklist Guidelines
The following are definitions of the four areas above. These can be used to help in the development of an intervention integrity plan.
1. The intervention chosen is tied to the area of concern listed in your problem-solving. It is targeted to create behavior change and/or enhance the childÕs educational development.
2. This refers to choosing interventions that have a high probability of success. Successful
interventions are usually supported by research and have been utilized with positive results in an applied setting (such as a school.) Interventions should be free from complicated steps, positive rather than punitive in nature, and designed at the childÕs instructional level to lead to improved performance and skills.
3. These are ways to support the interventionist(s). Support can include: having the
interventionist report back as to how the intervention is going, having an outside person come and observe the intervention, evaluating the permanent products of the intervention (graphs, charts, etc), writing a script or outline for the intervention, or practicing/modeling the intervention before starting it. Please see team leader for examples of checklists/scripts.
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Did I provide written cues at the beginning of each activity?
all the time sometimes never
Did I give a star if Molly followed directions?
all the time sometimes never
Did I review the chart with Molly at the end of the day?
all the time sometimes never
Molly is now able to follow directions….
most of the time sometimes never
This plan is effective……. most of the time sometimes never
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1. Teacher self-report/implementation logs:◦ Teacher may be interviewed regarding steps followed
during intervention or keep a log of the steps implemented
2. Ratings scales:◦ Written step-by-step intervention plan can be used as
a checklist & implementer would complete checklist3. Direct Observation:
◦ Of teacher behavior could be conducted periodically during intervention (use of IPF)
4. Permanent Products:◦ Teacher/student created products that would
demonstrate the intervention components were implemented
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Building-based Leadership Team Data Coach Problem-solving Process Decision Rules Regarding RtI Data Sources and Decision-Making Tier 1 Focus Standard Protocol Interventions for Tier 2 Intervention Support and Fidelity Technology Support Technical Assistance
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Sustaining requires Documentation◦ Procedures Manual◦ Decision Rules◦ Forms that reflect and GUIDE the procedures◦ Nested in District Policy and Procedures◦ Reflected in professional educator evaluation
criteria
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½ Day 3X a year
Standard Protocol – Entrance/Exit Criteria(3 points of data)◦ Reading Level and/or ISAT◦ Teacher Recommendation- Form◦ DIBELS/AIMSWEB Benchmarking◦ Progress Monitoring Graphs
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Student Progress Monitoring: Is the student benefiting from the intervention?Is the student’s rate of improvement sufficient?Does the intervention need to be modified?
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◦Is the student benefiting from the intervention?
◦Is the student’s rate of improvement sufficient?
◦Does the intervention need to be modified?
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Name Current Tier Recommendation Changes Intervention
Peterson
II Continue Tier III 1st Grade Pals- Earobics
II Continue 1st Grade Pals- Earobics
II Continue 1st Grade Pals
SECOND GRADE
Gilbert
II Continue Read Naturally
III Continue Tier III Read Naturally/ Lexia
III Continue Tier III Read Naturally/Lexia
II (3 days) Continue Tier II (3 days) Read Naturally
II Int. w/ A. Carson Add to Tier II Lexia-Earobics
II Add to Tier II Read Naturally
Schwarting
II Reduce to 3 days a week Read Naturally
II Continue Read Naturally
II (2days) Change to 3 days per week Read Naturally
II Continue Tier II Earobics for speech
II Add to Tier II Read Naturally
Swardenski
II Continue at Tier II- Oct.29 Pst Read Naturally
II Continue Read Naturally
II Add to Tier II (3 days) Read Naturally
II Continue Earobics Step 2 for speech
II Continue Read Naturally (possible move)
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Same team as Data Day Team ½ day approx. 1X monthly (4-6 Weeks) Individual problem solving w/ parent
◦ Tier III students and teacher referral students Teacher RtI Guide Binder (K-6 & 7-8) Teacher Interview Prior to Individual Child
PST Meeting
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School-Wide Reading Improvement in a School Using Problem-Solving
Courtesy of Christine Martin, Indian Prairie School District, IL50
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Special Education
General Education
General Education with Support
Severity of Educational Need or Problem
Am
ount
of R
esou
rces
Nee
ded
To
Ben
efit
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Why hasn’t this old system of problem solving been very effective?
Because we’ve been trying to solve students’ problems one student at a time.
This has been impractical and too time intensive to be effective.
Currently 3-5% of students have individual PST meetings.
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Bridging the Gap
CoreCore
3x/year 3x/year Am
ount
of R
esou
rces
Nee
ded
To
Ben
efit
Severity of Educational Need or Problem
Core + IntensiveCore + Intensive
WeeklyWeekly
Weekly-MonthlyWeekly-Monthly
Core + SupplementalCore + Supplemental
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Bridging the GapCore + IntensiveCore + Intensive
CoreCore
Weekly-MonthlyWeekly-Monthly
Core + SupplementalCore + Supplemental
3x/year 3x/year
WeeklyWeekly
Am
ount
of R
esou
rces
Nee
ded
To
Ben
efit
Severity of Educational Need or Problem54
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Bridging the GapCore + IntensiveCore + Intensive
CoreCore
Weekly-MonthlyWeekly-Monthly
Core + SupplementalCore + Supplemental
3x/year 3x/year
WeeklyWeekly
Am
ount
of R
esou
rces
Nee
ded
To
Ben
efit
Severity of Educational Need or Problem55
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Bridging the GapCore + IntensiveCore + Intensive
CoreCore
Weekly-MonthlyWeekly-Monthly
Core + SupplementalCore + Supplemental
3x/year 3x/year
WeeklyWeekly
Am
ount
of R
esou
rces
Nee
ded
To
Ben
efit
Severity of Educational Need or Problem56
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Services must link with accountability systems (AYP, ISAT, NCLB)
Intervention plans must attend to academic progress issues (Reading!)
Response to intervention will be a primary eligibility criteria for access to some services (e.g., LD, “II”, “III”)
Effective problem solving process a high priority◦ STICK TO THE PROBLEM SOLVING STEPS- put steps on
overhead…helps team/parent and time keeper
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The 4 BIG IDEAS of Problem Solving
4. EvaluateDid our plan
work?
2. AnalyzeWhy is it Why is it
happening?happening?
1. DEFINE THE PROBLEMIs there a problem? What is it?Is there a problem? What is it?
3. Develop a PlanWhat shall we do What shall we do
about it?about it?58
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Principal Assistant Principal Regular Education Teacher Special Education Teacher Student Services Data Coach Reading Support Behavior Support Speech Pathologist
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Each team member should have an assigned role
Training should occur on each role
We’ve added some new roles to the team
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Gathers and Organizes Tier 1 and Tier 2 Data
Supports staff for small group and individual data
Provides coaching for data interpretation
Facilitates regular data meetings for building and grade levels
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Sets vision for problem-solving process
Supports development of expectations
Responsible for allocation of resources
Facilitates priority setting Ensures follow-up Supports program evaluation Monitors staff support/climate
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Ensures pre-meeting preparation Reviews steps in process and desired
outcomes Facilitates movement through steps Facilitates consensus building Sets follow-up schedule/communication Creates evaluation criteria/protocol Ensures parent involvement
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Intervention plans should be developed based on student need and skills of staff
All intervention plans should have intervention support
Principals should ensure that intervention plans have intervention support
Teachers should not be expected to implement plans for which there is no support
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Support for Intervention Integrity
Documentation of Intervention Implementation
Intervention and Eligibility decisions and outcomes cannot be supported in an RtI model without these two critical components
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Pre-meeting◦Review data◦Review steps to intervention◦Determine logistics
First 2 weeks◦2-3 meetings/week◦Review data◦Review steps to intervention◦Revise, if necessary
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Second Two Weeks◦ Meet twice each week
Following weeks◦ Meet at least weekly◦ Review data◦ Review steps◦ Discuss Revisions
Approaching benchmark◦ Review data◦ Schedule for intervention fading◦ Review data
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Go In with a Plan
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Living in a house… as it’s still being planned and built.
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Step 1 - Go with the people that are interestedStep 2 – Develop a building planStep 3 – Conduct Universal Screenings (3 times per
year)Step 4- Implement Tier 2 interventions – “In God
we trust, everyone else bring data”Step 5 – Implement Tier 3 interventions & train in
school-based problem solvingStep 6 - target professional development to the
school
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Plan on 3-6 years Take it one step (e.g., skill) at a time. Start with young students (Kgn/DIBELS) Consider Tier 1 issues Create Tier 2 options with existing staff and
resources Develop a 5 year PDP for staff Ease their job with social support and
technology Use networks-avoid “reinventing” the
wheel.
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Critical Acti vities in the Implementation of a RtI/PS Model for Enhancing Student Progress (Draft) This document is divided into three parts: over-arching activities of a school-based leadership team; activities related to establishing a tiered system of prevention/intervention; and activities related to the problem-solving process. These activities are occurring simultaneously in many instances and the listing in each section is not necessarily in chronological order. In addition, during the implementation of these components, ongoing professional development and increasing proficiency and complexity are occurring. Activities of a school-based leadership team
study an d learn about response-to-intervention and problem-solving establish school-based core leadership representing different grades and role
responsibi lities within the school that will oversee the implementation of RtI/PS obtain st aff commitment for beginning implementation of a RtI/PS system develop an information dissemination plan about RtI/PS to school district staff, parents,
board of education and community establish a process for obtaining consumer feedback (staff, parents, students ) on the impact
of RtI/PS collect school problem-solving and benchmark data to evaluate system-wide (school,
district) impacts and implementation problems systematically review student achievement data to determine need for system-wide
curricular or instructional changes develop a Ņnext-stepsÓ plan for continues implementation of RtI/PS the following year develop a plan for informing, training and mentoring new staff members revise special education policies and procedures to incorporate data from a RtI/PS process establish a process for responding to requests for information and for site visits
Activities related to establishing a tiered system of prevention/intervention
implement a Universal General Outcome Screening/Benchmarking data program in early literacy and reading to identify at-risk and intensive need students
use general outcome measurement data to progress monitor strategic and intensive need students
8.
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www.interventioncentral.org (Tools) www.aimsweb.com (Aimsweb) www.fcrr.org (Florida Center for Reading
Research) http://reading.uoregon.edu/ (Big Ideas in
Reading) www.studentprogress.org (National Center
for Student Progress Monitoring)
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Dr. Barb Curl Dr. Sharon Vaughn Dr. David Tilly Dr. Mark Shinn Ms. Judy Hackett Dr. Tim Thomas International
Reading Association
Dr. Reid Lyon Dr. Joseph Torgesen Florida Center for
Reading Research Ms. Melissa Ward
We would like to thank the following institutions and/or individuals for their wisdom and select slides for this presentation.
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Flowchart For Problem Resolution
Don’t Mess With It!
YES NO
YES
YOU IDIOT!NO
Will it Blow UpIn Your Hands?
NO
Look The Other Way
Anyone ElseKnows? You’re SCREWED!
YESYES
NO
Hide ItCan You Blame Someone Else?
NO
NO PROBLEM!Yes
Is It Working?
Did You Mess With It?
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