Secondary Applications of RTI: A Guided Discussion Donald D' Deshler University of Kansas Joseph F'

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Secondary Applications of RTI A Guided
DiscussionDonald D. DeshlerUniversity of
KansasJoseph F. KovaleskiIndiana University of
Pennsylvania
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Goals of Todays Session

• Identify key features and critical issues related
  to implementing RTI at the secondary level.
• Engage participants in sharing information and
  ideas about secondary applications of RTI.
• Keep track of ideas and share with participants.

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NCLB AND IDEA 2004

• Scientifically based instruction, curriculum, and
  interventions
• Identification of learning problems early
• Ongoing monitoring to determine impact of
  curriculum and instruction
• Design and implement remedial and individualized
  intervention for those who dont respond
• Inclusion of students in single accountability
  system
• Documentation of student outcomes through AYP

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Its not just about identification

• IDEIA and NCLB are companion laws.
• They are mutually referential.
• Together, they envision a seamless system of
  supports, based on the use of scientifically
  based instruction, in both general and regular
  education.
• The mission is the development of proficiency in
  basic skills (particularly reading) for all
  students.

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What Is Response to Intervention?

• A comprehensive, multi-tiered intervention
  strategy to enable early identification and
  intervention for students at academic or
  behavioral risk.
• An alternative to the discrepancy model for the
  identification of students with learning
  disabilities.

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RTI is the practice of

• (1) providing high-quality instruction and
  interventions matched to student needs and,
• (2) using learning rate over time and level of
  performance to
• (3) make important educational decisions. (p.5)

National Association of State Directors of
Special Education (2005) Response to
Intervention Policy Considerations and
Implementation, p. 5
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Key Characteristics of RtI

• High quality instruction in general education
• Evidence-based instruction aligned to standards
• Universal Screening of academics and behavior
• Multiple tiers of increasingly intense
  interventions
• Use of evidence-based interventions
• Varied duration, frequency, and time of
  interventions
• Continuous monitoring of student performance
• Systematic assessment of intervention fidelity

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Tier 1 Benchmark Phase

• Evidence-based core curriculum aligned with
  standards
• Periodic benchmark assessments
• Teachers analyzing students performance data

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What is the core curriculum at the secondary
level?

• Basic skills?
• Content subjects?
• Study/organizational skills?

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Struggling readers in middle and high school

• are usually less fluent readers
• often have multi-syllabic needs
• have much smaller sight word vocabularies
• are less familiar with word meanings
• have less conceptual and content knowledge
• have fewer and less-developed comprehension
  strategies
• typically dont enjoy reading

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Major Areas of Reading Emphasis in Middle and
High Schools

• Expand sight vocabulary to unfamiliar words
• Extend vocabulary development
• Increase knowledge of text structures and genres
• Acquire expanded content knowledge
• Increase thinking and reasoning skills
• Build positive connection with reading

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Universal Instructional Design Principles

• Direct instruction
• Teacher modeling
• Scaffolded instruction
• Metacognitive instruction
• Engagement approaches

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Content Literacy
The listening, speaking, reading, writing, and
thinking skills and strategies required to learn
in each of the academic disciplines.
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Content Literacy
is the door to content acquisition higher order
thinking.
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Building Blocks for Content Literacy
HIGHER ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
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A Continuum of Literacy Instruction
(Content Literacy Continuum -- CLC)
Level 1 Enhance 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) Level
4 Intensive basic skill instruction (mastery of
entry level literacy skills at the 4th grade
level) Level 5 Therapeutic intervention (mastery
of language underpinnings of curriculum content
and learning strategies)
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Intense-Explicit Instruction (RTI)

• LEVEL 3/4/5
• Pretest
• Describe
• Commitment (student teacher)
• Goals
• High expectations
• Model
• Practice and quality feedback
• Controlled and advanced
• Posttest reflect
• Generalize, transfer, apply

• LEVEL 1
• Cue
• Do
• Review
• LEVEL 2
• I do it! (Learn by watching)
• We do it! (Learn by sharing)
• Yall do it! (Learn by sharing)
• You do it! (Learn by practicing)

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The CLC says

• There are unique (but very important) roles for
  each member of a secondary staff relative to
  literacy instruction
• While every content teacher is not a reading
  teacher, every teacher needs to teach students in
  how to read content.
• Literacy coaches may be necessary but arent
  sufficient
• Some students require more intensive, systematic,
  explicit instruction of content, strategies, and
  skills

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Content Literacy Synergy
Improved Literacy
KU-CRL CLC- Lenz, Ehren, Deshler, 2005
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Tier 1 Universal Screening

• Content pegged to local, state or national
  standards
• Brief (minutes per student)
• Administered 3-4 times per year
• Capable of giving useful printouts for analysis
  of
• Individual student performance on skills
• Performance of groups in relation to benchmarks

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What domains should be screened at the secondary
level?

• Basic skills?
• Study/organizational skills?
• Other?

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Data Analysis Teaming

• Teams of like teachers working together to
• Access critical data on all students performance
  related to achievement of standards
• Analyze data and find which students have which
  gaps in attainments
• Set measurable goals to close the gap
• Brainstorm or create instructional strategies

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Teaming During RTI
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How can teaming be organized at the secondary
level?

• Site-based literacy teams
• Teachers working across subject areas
• Teachers working within subject areas

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Tier 2 Strategic Phase

• Use of standard protocol interventions
• Supplemental materials in general ed.
• Differentiated instruction in general ed.
• Short-term interventions (10-20 weeks)
• Progress monitored twice per month (minimum)

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A standard protocol intervention

• is scientifically based.
• has a high probability of producing change for
  large numbers of students.
• is designed to be used in a standard manner
  across students.
• is usually delivered in small groups.
• is often scripted or very structured.
• can be orchestrated by a problem-solving team.

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Strategic interventions at the secondary level

• What are the targets for intervention?
• What interventions are available?
• How can progress be monitored?
• How can support services be orchestrated within a
  typical secondary school schedule?
• Or, should we change how secondary schools are
  organized?

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Tier 3 Targeted Phase

• Use of standard protocols
• Supplemental instructional materials
• Small intensive groups outside the general ed.
  classroom
• Managed by remedial or special educators
• Progress monitored twice per week
• Interventions usually over extended periods

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Special-education-like Instruction(McMaster et
al., 2003)

• Immediate corrective feedback
• Mastery of content before moving to next lesson
• More time on activities that were especially
  difficult
• More opportunities to respond
• Fewer transitions
• Setting goals and self-monitoring progress
• Special relationship with tutor

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Strategic interventions at the targeted level

• What are the targets for intervention?
• What interventions are available?
• How can progress be monitored?
• How can support services be orchestrated?
• What team formats are needed?
• What is the interface with special education?

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Determining eligibility for special education
using RTI at the secondary level

• What data will be available?
• How can treatment fidelity be assessed?
• What other assessment procedures are indicated?

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Internet Resources

• http//www.centeroninstruction.org/resources.cfm?c
  ategoryreadingsubcategorymaterialsgrade_start
  6grade_end12130
• http//www.stupski.org/publications/index.
• http//www.csos.jhu.edu/tdhs/rsch/Locating_Dropout
  s.pdf
• http//www.silentepidemic.org/pdfs/balfanz.pdf
• http//web.jhu.edu/CSOS/images/Balfanz_Keeping_Mid
  dle_Grade_Students_on_the_Path_to_High_School_Grad
  uation.pdf

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• http//www.betterhighschools.org/docs/NHSC_Approac
  hestoDropoutPrevention.pdf
• http//www.act.org/path/policy/pdf/reading_report.
  pdf
• http//www.all4ed.org/files/archive/publications/W
  ritingNext/WritingNext.pdf
• http//www.ncset.org/publications/essentialtools/d
  ropout/dropout.pdf http//www.achieve.org/files/FI
  NAL-dropouts_0.pdf
• http//www.csrq.org/documents/WorksInProgressRepor
  t_Web.pdf
• http//www.jhu.edu/gazette/2006/06nov06/06drop.ht
  mlgt