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Welcome Back
Kaskaskia Special Education District
RTI Workshop
Day 2
July 24, 2008
Response to Intervention Marica Cullen, Illinois State Department
of Education Ellen Hunter, Private Consultant Allison Layland, Center for Research on
Learning
RTI
Interventions Primary Level
High quality, scientifically based general instruction
Core curriculum Effective strategies
Primary Level Overall reading and math instruction
embedded throughout content instruction
Content enhancement strategies to ensure content mastery
Progress monitoring and adjustments in instruction as needed
Secondary Level Applies to students who demonstrate
inadequate progress through progress monitoring despite receiving high quality instruction and strategies.
Interventions are specific to needs Provided in addition to general instruction Small group (3 to 5 students) Progress monitor frequently to determine
response
Tertiary Level Applies to those that have low response
to interventions provided in the small group
More intensive in time and frequency More frequent progress monitoring Could be special education, but does
not have to be
One example Content Literacy
The listening, speaking, reading, writing,and thinking skills and strategies required to learn in each academic discipline.
These skills are applied across content areas.
Example of RtI
Ken Geisick, Ed.D.
Riverbank High School Principal
Peggy Graving-Reyes
National Site Coordinator, Midwest CLC Research Project
CLC/SIM Professional Developer, KU Center for Research on Learning
Silvia DeRuvo
Program Associate
California Comprehensive Center at WestEd
Riverbank High School Story Implementing the Content Literacy Continuum
Thinking about the curriculum:
Knowledge and Outcomes
Thinking About the Curriculum... Knowledge
Course Critical Content
The CLC says…The CLC says… Each member of a secondary staff has
unique (but very important) roles relative to literacy instruction
While every content teacher is not a reading teacher, every teacher instructs students in how to read and process content.
Instructional coaches may be necessary but aren’t sufficient.
Some students require more intensive, systematic, explicit instruction of content, strategies, and skills
Content Literacy “Synergy”
Improved Literacy
CONTENT CLASSES
Level 1. Enhanced Content Instruction
TIER I
CONTENT CLASSES
Level 2. Embedded Strategy
Instruction
TIER I
Level 3. Intensive Strategy
Instruction
• strategy classes
• strategic tutoring
Level 4. Intensive Basic Skill Instruction
KU-CRL CLC- Lenz, Ehren,& Deshler, 2005
Level 5. Therapeutic Intervention
Foundational language competencies
Proficient readers have Background knowledge Text/Knowledge structure Vocabulary Learning strategies Fluency Sight word vocabulary Word Recognition
Proficient readers have Background knowledge Text/Knowledge structure Vocabulary Learning strategies Fluency Sight word vocabulary Word Recognition
Primary LevelLevels 1 and 2
Tertiary LevelLevels 3, 4 and 5
Secondary LevelLevels 2 and 3
SUBJECT MATTER
STRATEGIES
Enhance content instruction Tier I: Universal Instruction in
CERs
Embedded strategy instruction Tier 1:
Universal Instruction in Learning Strategies (LS)
Intensive strategy instruction
Tier II: Targeted Interventions in LS (Short Term)
Tier III: Specialized Treatments in LS (Long Term)
Intensive basic skill instruction Tier II: Target Interventions (Short Term)Tier III: Specialized Treatments (Long Term)
Therapeutic intervention Tier III: Specialized Treatments
SKILLS
HIGHER ORDER
LANGUAGE
1
2
3
4
5
LEVELS
Primary
A Continuum of Literacy Instruction(Content Literacy Continuum -- CLC)
Level 1: Enhanced content instruction (mastery of critical
content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)
Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences -4th & above)
Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the PreK-3rd: decoding, fluency…)
Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)
Planning & Organizing
Course OrganizerUnit OrganizerLesson Organizer
Exploring Text, Topics, &
DetailsFraming RoutineSurvey RoutineClarifying Routine
Order Routine
Teaching Concepts
Concept Mastery RoutineConcept Anchoring RoutineConcept Comparison Routine
Increasing Performance
Quality Assignment RoutineQuestion Exploration RoutineRecall Enhancement Routine
Content Enhancement Teaching Routines
Acquisition
• Word Identification
• Paraphrasing
• Fundamentals of Summarizing & Paraphrasing
• Self-Questioning
• Visual Imagery
• Word Mapping
• Interpreting Visuals
• Multipass
Storage
• First-Letter Mnemonic
• Paired Associates
• Listening/Notetaking
• Vocabulary
Expression of Competence
• Sentence Writing (Fundamentals and Proficiency)
• Paragraph Writing
• Error Monitoring
• Theme Writing
• Assignment Completion
• Test-Taking
• Essay Test Taking
Learning Strategies
Cooperative Thinking
THINK Strategy -problem solving
LEARN Strategy -learning critical information
BUILD Strategy -decision-making
SCORE Skills -social skills for cooperative groups
Teamwork Strategy
Slant -A classroom participation strategy Possible Selves -Motivational - Goal Setting Strategy
Community Building Series
Focusing Together
Following Instructions Together
Organizing Together
Taking Notes Together
Talking Together
Strategies for Strategies for Interacting with Others Interacting with Others
Intense Explicit InstructionPrimary Level I
Cue Do Review
Level 2 “I do it” (learn by
watching)
“We do it” (learn by sharing)
“You do It”(learn by practicing)
Secondary and Tertiary Level 3, 4, and 5
Pretest Describe
Commitment of student and teacher
Goals High Expectations
Model Practice and quality feedback
Controlled and advanced Posttest and reflect Generalize, transfer and apply
Intense Explicit Instruction
Riverbank High School Reports
High minority, high poverty, suburban/semi-rural
Implementation of CLC for 4 years. Gained over 100 points on California’s
Academic Performance Index (API) Exceeded growth targets for Latino
students, students with disabilities and English Learners
BREAK
More Examples
Rural Secondary Literacy Project
Ortega Middle School•Pilot project site•Developed and nurtured literacy leadership team•Full implementation Fall of 2007•Changed mastery schedule to include literacy classes for all students•Arranged classes into 3 Tiers•Trained staff for instructional participation •Purchased curriculum for intensive intervention classes•Used existing curriculum for targeted/strategic instruction•Purchased additional instruction resources for strategic instruction
Additional Adjustments
Merged Literacy team with RtI team Used coaching/training to further staff’s
understanding of reading/literacy Using program specific assessments to
monitor progress Purchased AIMsweb to intensify progrss
monitooring
Plans for Fall 2008
• Adjust master schedule to increase intensive instruction to a full 90 minutes daily
Group Work Time Part II and V
LUNCH
One District’s Journey Beginning data
District ranked 40th in the state in reading but 14th in math
Reading scores were stagnant or showed decline
Majority of English language learners had been in the district for more than 4 years, yet were unable to score proficient
Teachers’ Voices During the meet and confer process the
teacher suggested a district wide literacy goal tied to performance
All staff including classified staff would receive a monetary reward for improved reading performance
School Board set aside $100,000
District Literacy Committee Comprised of staff, parents, community
members, and had student representation
Developed a district literacy goal that aligned with RTI
Implementation seen as a 5 year plan
Mission and Vision Promote a literacy enriched culture where all learners
develop the ability to make meaning of various forms of information and use this information to become successful creative, innovative, critical thinkers and problem solvers.
To develop and implement a Literacy Continuum of Services that includes formative assessments and screenings, tiered effective interventions and scientific research based instructional practices across all content areas to improve student achievement in literacy.
Started small Increase the number of students from No
Score and Unsatisfactory to Partially Proficient by 10% or 7 students.
Increase the number of students from Partially Proficient to Proficient by 10% or 14 students.
Increase the number of students from Proficient to Advanced by 5% or 24 students.
Information Gathering Inventory of interventions to date
We had more than 10 interventions being used in the district with various levels of training, implementation and effectiveness.
Review of current research for all current interventions Identified those programs with the strongest
research. Changed the implementation of those programs
with least research-based effectiveness.
Information Gathering Elementary School:
DIBELS STAR BEAR Scantron EdPerformance consistently twice a year
Middle School: Scantron EdPerformance consistently once a year
High School: Scantron EdPerformance inconsistently
Screening ModelAll Students
Review CSAPGive:
Test of Silent Contextual Reading Fluency(TOSCRF)
Group OneProficient CSAP & Above 40%ile on TOSCRF
No further assessment at this timeTeach comprehension & vocabulary
Group TwoLow CSAP & Above 40%ile on TOSCRF
Give Test of Silent Word Reading Fluency(TOSWRF)
Group ThreeLow CSAP & Below 40%ile on TOSCRF
Give Test of Word Reading Efficiency (TOWRE)
Group Two ALow CSAP & Above 40%ile on TOSWRF
Monitor ProgressReview Test Taking Skills
Teach comprehension & vocabulary
Group Two BLow CSAP & Below 40%ile on TOSWRF
Give Test of Word Reading Efficiency (TOWRE)
Group Two B1/Group Three AAbove 33%ile on both TOWRE subtests
Provide Intervention with major emphasis on comprehension and minor decoding
Group Two B2/Group Three BBelow 33% on either TOWRE subtests
Provide intervention with major emphasis on decoding and minor comprehension
Response to InterventionIf progress is seen continue instruction until progress indicates intervention is no longer
needed.
Response to InterventionIf progress is not seen or is slow, increase the time and intensity of the intervention and if
warranted, give component specific diagnostic assessment and intensify intervention
Interventions-middle school Tier 1
Common Strategies for Vocabulary and Comprehension Tier 3
Tier 2 (Planned) Literacy Workshop as semester class
Vocabulary Through Morphemes Spellography Six-Minute Solution
Tier 3 Wilson Hampton Brown High Point LiPS
Interventions-high school Tier 1
Core Language Arts Program (McDougal Littell)
Tier 2 and 3 (18 students) Double block of Language Arts Wilson LiPS Advanced decoding-Rewards Bridges to Literature (McDougal Little)
Building a Literacy Culture District Literacy Specialist “Bus-braries” High School Student Literacy Group Community “hosts”
Results Post testing has been done and being
analyzed CSAP test results coming out More work to be done
BREAK
Fidelity From a researcher perspective
Dumas et al., 2001: “Fidelity is central to the validity of any intervention study and is closely related to the statistical power of outcome analysis.”
From a school system perspective Mellard & Johnson, 2008: Serves the purpose of
identifying areas of strength on which schools can build and areas of deficiency that need to be remediated.
Methods in Fidelity Direct Assessment
Operational Terms are specified in a checklist
Observations indicate number of components implemented
Considered the best practice Example: FCRR principal’s walk through
checklist
Mellard & Johnson, 2008
Methods in Fidelity Indirect assessment
Self-reports, rating scales, interviews, permanent products
Manualized treatments Step by step guide or checklist of
implementation Supporting materials needed
Mellard & Johnson, 2008
Frequency of Fidelity Checks Dependent upon
Experience level of the teacher Teacher request for support Class or group performance on progress
monitoring, screening, and other assessments
Referral rates
Mellard & Johnson, 2008
Support Systems Professional development and training
Formal opportunities for workshops and inservice training
Partnerships with mentors or coaches Resource allocation
Time Support materials Social structures Role changes
Mellard & Johnson, 2008
Qualities of High Quality Vision stated and shared Staff member roles defined Resources provided Process delineated
Frequency Criteria What’s next?
Mellard & Johnson, 2008
Internet Resources
Illinois State Board of Education website www.isbe.net/RtI_plan/default.htm
or www.isbe.net and search Response to
Intervention
Internet Resources
www.rti4success.org www.ideapartnership.org/page.cfm?pageid=
28 www.ilispa.org/ www.nasdse.org/projects.cfm?
pageprojectid=23 www.rrfcnetwork.org
Internet Resources
www.whatworks.ed.gov/ www.illinoisaspire.org/welcome/ www.studentprogress.org/ www.fcrr/org www.tctl.org/ www.promisingpractices.net/default.asp www.interventioncentral.com
Secondary Resources for RtI
www.centeroninstruction.org/ www.kucrl.org/cec2007/
Next Steps
Process Work towards full implementation
Team Approach Drive into general education thinking Every teacher, every student, ev
Group Work Time Parts VI and VII
Final Thoughts
(Kevin Rench)