Creating Systems: K12 Reading Model and Response to Intervention RTI

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Creating Systems K-12 Reading Model and Response
to Intervention (RTI)

• Tonya Middling
• Learning Improvement Coordinator
• OSPI, Special Education
• Sue Geiger
• K-12 Reading Administrator
• OSPI, Curriculum and Instruction January
  Conference 2007

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Imagine

• How would our lives be different if we had
  100 literacy in all of our schools and a fully
  literate adult population?

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Purpose

• To provide an overview of the K-12 Reading
  Model and RTI systems and to discuss their
  alignment.

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Objectives

• Participants will
• Understand the major components of the K-12
  Reading Model and RTI systems
• Apply current reading research to K-12 RM and RTI
  
• Understand SAILS and corresponding RTI principles
• Understand how RTI is part of the assessment,
  instruction and intervention components in SAILS.

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Background

• Washington State Reading Initiative (WSRI)
• Input from
• WSRI Advisory Board
• Washington educators (teachers, administrators,
  school boards, university faculty)
• Members of the business community
• Parents
• Members of the State Legislature

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Purpose of WSRI

• Close the achievement gap at all grade levels
• Significantly increase the number of students
  reading proficiently by assisting schools,
  districts, and the state to achieve the Adequate
  Yearly Progress (AYP) goals of No Child Left
  Behind (NCLB)

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Goals of WSRI

• Prevent reading difficulties in Pre-K through
  grade three
• Improve reading skills in grades 4-12
• Ensure that teachers and administrators are
  highly qualified and well supported to help all
  students become successful readers

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Why Focus on Reading?

• 85 of all curriculum is delivered through the
  written word.
• Reading and math scores are directly linked.
• New standards and assessments for graduation.

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How Big is the Problem?

• According to the most recent NAEP assessments,
  only 31 percent of 4th graders are proficient in
  reading.
• Low-income students did half as well. In fact,
  over half of poor fourth graders failed to show
  even a basic level of knowledge in reading,
  science, or history.

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Employment

• Seventy percent of unemployed Americans, aged
  25-64, read at the two lowest literacy levels.
  These adults cannot read a bus schedule or write
  a letter explaining an error on a credit card
  bill.
• Adult Education and Literacy in America (2001)

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College Preparation

• Only about 32 percent of high school graduates
  are adequately prepared for college, and of those
  who matriculate, more than half must take
  remedial courses.

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Incarceration and Illiteracy

• One-third of all juvenile offenders read below
  the 4th-grade level and about 82 percent of
  prison inmates are high school dropouts.

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But

• We KNOW what to do!
• We CAN make a difference!
• The RESEARCH gives us the technical knowledge and
  tools to teach each child to read!

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Major Components of the K-12 Reading Model

• Standards
• Assessment
• Instruction and Intervention
• 3 Tiers
• Programs/resources
• Leadership System-wide Commitment
• Personnel
• Scheduling

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What is RTI?

• RTI is the practice of (1) providing
  high-quality instruction/intervention matched to
  student needs and (2) using learning rate over
  time and level of performance to (3) make
  important educational decisions to guide
  instruction
• National Association of State Directors of
  Special Education, 2005

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Response to Intervention What are the big ideas?

• High quality instruction/intervention
  Instruction or intervention matched to student
  need that has been demonstrated empirically and
  by practice to demonstrate high learning rates
  for most students
• Learning rate and level of performance Learning
  rate refers to students growth in academic or
  behavioral skills over time in comparison to
  prior levels and peer growth rates. Level of
  performance refers to a students relative
  standing (growth) on some critical dimension of
  academic or behavioral skills compared to
  expected/predicted growth.
• Important educational decisions Student
  intervention outcomes drive decision making at
  every tier. Decisions about intensity and
  duration of interventions are based upon data
  across multiple tiers of intervention.

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What RTI Is and Is Not

• Is
• RTI is an overall integrated system of service
  delivery.
• Is Not
• RTI is not just an eligibility systema way of
  reducing the numbers of students placed into
  special education.

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What RTI Is and Is Not

• Is
• RTI is effective for students who are at risk for
  school failure as well as students in other
  disability categories.
• Is Not
• RTI is not limited to students with learning
  disabilities.

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Why RTI?

• Provides appropriate learning experiences for all
  students
• Uses school-wide progress monitoring to assess
  entire class progress and individual student
  progress
• Promotes early identification of students at risk
  for academic failure
• Involves multiple performance measures rather
  than measurement at a single point in time
• Under RTI, students receive interventions based
  on reliable and valid data earlier than the wait
  to fail scenario

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Why RTI? continued

• RTI identifies specific skill deficits, whereas
  teacher referrals are more frequently general
  statements of need
• Scientifically-based interventions are used more
  frequently and earlier
• Over identification based on race/ethnicity is
  reduced in programs for students with learning
  disabilities and mental retardation
• African-American children are twice as likely as
  white children to be labeled mentally retarded
  and more likely to be label EBD

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Why RTI? continued

• Greater numbers of at-risk students achieve
  benchmarks
• Principals and superintendents want to know if
  students are achieving benchmarks, regardless of
  placement in general education, gifted, or
  special education
• SLD category has grown 300 since 1976-80 there
  because they havent learned how to read 40
  there because they havent been taught to read.

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Effectiveness of LD Programs based on Discrepancy
Model

• Special education placements tend to stabilize
  the reading growth of students with reading
  disabilities rather than accelerate it. (Vaughn,
  1998, Moody, 2000)
• The change in acceleration rates for students
  with reading disabilities is about .04 SD/year.
  It will take 8 years to move from 5th to 9th
  percentile (Torgeson, in press Hanushek, 1998)
• Students who enter special educaiton2 years
  below age mates can be expected to maintain
  disparity or fall farther behind.
• Its the nature of the program more than the
  label that makes the difference.

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Response to Intervention Core Principles

• Use all available resources to teach all students
• Use scientific, research-based interventions
• Monitor classroom performance
• Conduct universal screening/benchmarking
• Use multi-tier model of service delivery
• Make data based decisions using a problem
  solving/standard protocol approach
• Monitor progress frequently
• Implementation fidelity

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System-wide Commitment
Three Tiers of Instruction
Comprehension Vocabulary Fluency Phonics Phonemic
Awareness
Intensive Intervention Strategic Instruction Core
Content
Screening
Diagnostics Monitoring
Five Essential Components
Outcome
Assessments
Leadership
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Standards K-12 Model

• Introduction p. 29
• EALRs p. 30
• Alignment p. 31
• Deep Alignment pp. 32-33
• Learning Competencies p. 34
• GLEs Across the Grades pp. 35-36
• Planning Lessons p. 37

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Partner Work
With a partner, discuss the information contained
in your action planner and the information
contained in the standards section of the K-12
Model. Work on your plans for about 10 minutes.
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Assessment System

• Multiple measures
• Screening assessments (i.e., DIBELS, Gates-
  MacGinitie Reading Test)
• Progress Monitoring assessments (i.e.,
  Curriculum Based Measures CBMs or
• GORT-4)
• c) Diagnostic or Targeted assessments-(i.e.,
  Curriculum Based Mastery Measures, GORT-4
• d) Outcome assessments-WASL

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a) Universal Screening

• School staff conduct universal screening in all
  academic areas and behavior to all students three
  times/year
• Purpose of universal screening is to identify
  students at risk for academic or behavior
  failure
• Universal screening data tells us whether a child
  is on track compared to peer group and/or state
  standards
• The students data at benchmark testing periods
  can be utilized to validate the effectiveness of
  intervention. Is the gap closing?

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Universal Screening Math example
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Universal Screening Math example
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b) Progress Monitoring

• Documents student growth over time to determine
  if students are learning critical skills at an
  adequate rate
• CBMs are primarily used as a method for progress
  monitoring because they are brief, easy to
  administer and score, and are good predictors of
  student ability
• Progress monitoring data provide a picture of the
  students performance and rate of growth to
  inform instructional and curricular changes so
  that every student reaches proficiency on
  targeted skills

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Words Read Correct
X
X
X
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X
X
X
X
X
X
X
Words Read Correct
X
X
X
X
X
X
X
X
X
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c) Diagnostic or Targeted Assessments

• Targeted assessment means shifting to evaluations
  that are designed around the specific targeted
  concerns of the student.
• In other words, we select assessments that
  measure the area of concern rather than
  administering an assessment and then trying to
  determine what it means.
• Usually conducted when student enters Tier III,
  but may be conducted earlier

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Assessment Plan

• An assessment system must be in place and include
  the following
• Data collection and management plan to collect
  and analyze school or system-wide results each
  quarter
• Set aside screening windows throughout the school
  year outside of administration of the state
  assessment

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Tools and Resources for Universal Screening,
Progress Monitoring and Targeted Assessments

• OSPIs Reading Assessment Tool
• http//www.k12.wa.us/CurriculumInstruct/Reading/pu
  bdocs/ReadingAssessmentMatrixV12-5-5.doc
• Use as a reference tool
• Not endorsed by OSPI
• Simply a consumers guide to norm and criterion
  referenced assessment tools and purpose and type
  of measurement
• Investigate further what will work for your
  district
• Consistency of use, delivery, data reporting, and
  use of data to drive instruction will make the
  biggest difference
• Reading, math and writing tools
• http//www.interventioncentral.org/
• Aimsweb/DIBELS

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Dig-in Activity

• Choose a partner and work together to
• Find a screening assessment for phonemic
  awareness
• Find a progress monitoring assessment for fluency
• Find a diagnostic assessment for vocabulary
• Find an outcome assessment for comprehension
• At the signal, be prepared to discuss your
  information with the larger group

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Assessment The K-12 Model

• Formative and Summative p. 39
• Four Types of Assessments p. 40
• Three-Tier Instruction Assessments p. 41
• Assessment Matrix p. 42
• Progress Monitoring/EALRs p. 43-44
• Fluency Goals p. 45
• Diagnosing Reading Difficulties p. 46
• National Assessment/Washington State Assessment
  p. 47-50

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Partner Work
With your partner, discuss the information found
in your action planner, the information contained
in the assessment section of the K-12 Model and
the assessment matrix. Work on your plans for
about 10 minutes. Be prepared to share out with
the whole group.
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Data-Based Decision Making

• The purpose of using data based decision making
  is to find the best instructional approach for a
  student with an academic or behavioral problem
• Decisions are made by teams consisting of
  professionals knowledgeable about the student,
  and the parent
• Data collected from assessment information
  gathered the previous year or term and across 4
  content domains using the R.I.O.T. techniques
• Decisions are made through the problem solving
  process or standard protocol approach

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Designing Instruction to Meet Student Needs
Standardized Assessments
Benchmarking or Screening

Instructional Problem Solving
Requires taking multiple sources of evidence and
selecting appropriate instructional interventions
based on identified student needs
Progress Monitoring
Performance or Criterion Assessments
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A Problem Solving Process
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Domains of Influence
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R.I.O.T.
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Standard Treatment Protocol

• Process where student decisions are made using an
  established response to regular occurring
  circumstances e.g., Read Well
• Implementation involves a trial of fixed duration
  e.g., 9-12 weeks
• Emerging research is showing success implementing
  this approach at Tier I and Tier II in the area
  of reading

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Features of a Multi-Tiered Model

• Each tier represents increasingly intense level
  of services associated with increasing levels of
  learner needs
• The nature of the academic or behavioral
  intervention changes at each tier, becoming more
  rigorous as the student moves through the tiers
• Students move up and down the tiers depending on
  need

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Three-Tiered Intervention

• Washington State K-12 Reading Model

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Tier I Core Instruction ALL Students

• All students receive high quality scientific,
  research based instruction in the core curriculum
  in all areas students struggling with some
  aspect(s) of reading achievement (e.g. fluency,
  comprehension, or decoding multisyllabic words)
• Core curriculum provides the foundation for
  instruction upon which all strategic and
  intensive interventions are formulated
• Serves approximately 80-90 of the student body
• Some Tier 1 interventions may be applied to at
  risk students followed by progress monitoring to
  confirm or disconfirm the student is at risk

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Tier II Strategic Interventions Some Students

• Strategic interventions supplements instruction
  to students who are not achieving standards
  through the core curriculum alone
• Consists of 5-10 of the student body
• Occurs in small groups of 3-6 students
• Short-term in duration 9-12 week blocks
• Recommended 3-4 sessions per week at 30-60
  minutes per session
• Students progress is monitored more frequently at
  Tier II, usually every 2 weeks

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Strategic Interventions, cont.

• Students may receive more than one block of Tier
  II interventions if progressing but who have not
  yet reached the goal
• Students who reach goal would be reintegrated
  into Tier I
• Students who do not progress in Tier II may
  require more intensive interventions

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Programs/Resources Tier II Strategic Reading
Intervention

• Tier II-Strategic Intervention
• Core curriculum
• Supplemental Materials (stand alone programs)
• Corrective Reading
• REWARDS
• REWARDS Plus (Science and Social Studies)
• Read Naturally
• Soar to Success

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Tier III Intensive Interventions Few Students

• Designed to accelerate a students rate of
  learning by increasing the frequency and duration
  of individualized interventions based on targeted
  assessment data.
• Students performing significantly below standards
  and have not responded to Tier I or Tier II
  interventions (i.e., for those students reading
  far below grade level or virtual non-readers)
• Progress is monitored on at least a weekly basis

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Tier III Intensive Interventions Few Students,
cont.

• Consists of less than 5 of student body
• Occurs in groups of no more than 3 ideally
• May occur longer than 9-12 weeks
• Students who are successful at Tier III
  reintegrate to Tier I with Tier II support
• If not successful at Tier III, consider referral
  for special education and/or other long-term
  planning 504 plan, additional Tier III cycle

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Intensive (Tier III) Reading Intervention

• Specifically designed reading instruction that
  extends beyond the time allocated for Tier I and
  Tier II
• High school students may require double dosing
  in a two period block, using a research-validated
  specially designed program to accelerate their
  learning to read

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Programs/Resources Tier III Intensive Reading
Intervention

• Comprehensive Acceleration/Remediation Materials
• High Point (particularly for second language
  students)
• REACH System
• Corrective Reading
• Reasoning and Writing
• Spelling Through Morphographs
• Read 180
• Language!
• Breaking the Code (can be done three hours a day
  for thirty days)

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Fidelity

• Fidelity refers to the degree to which RTI
  components are implemented as designed, intended,
  and planned.
• Fidelity is achieved through sufficient time
  allocation, adequate intervention intensity,
  qualified and trained staff, and sufficient
  materials and resources.
• Fidelity is vital in universal screening,
  instructional delivery and progress monitoring.

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Silver Bullets?

• All interventions require a commitment of time,
  resources, professional development, and systemic
  support
• None of the programs listed will be effective
  without an enthusiastic, well-trained teacher
  able to deliver them with expertise
• All programs will require a shift in the system
  to accommodate student needs

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Intervention Plan

• Documents analysis of student data and outlines
  interventions and evaluation of progress
• Also documents implementation of interventions
  with fidelity See appendix F in RTI manual
• Other examples of plans include Student Learning
  Plans for secondary students

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High School Instructional Plans for Reading

• These are from Appendix B in the K-12 Reading
  Model
• Guidelines for placement and for strategies for
  identifying students needing additional reading
  instruction
• Assessment data needs to be the driving factor in
  placement

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Instruction and Intervention The K-12 Model

• Overview of Three-Tier Plan p. 53
• Important Notes p. 54
• Reading Instruction for Special Education p.55
• ELL/ELD p. 56
• The Achievement Gap p. 57
• Struggling and Strong Readers p. 59-60
• Three-Tier Instructional Plan p. 61-66

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Partner Work
With your partner, discuss the information found
on your action planner and the information
contained in the instruction and intervention
section of the K-12 Model. Work on your plans for
about 10 minutes. Be prepared to share out with
the whole group.
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Same players new roles I

• The New Psychologist Role
• Data Manager
• Data Analyzer
• Data Synthesizer
• Detective Extraordinaire
• Progress Monitoring?
• The New Sped Teacher Role
• Data Provider
• Targeted Assessment
• Progress Monitoring
• Intervention opportunities

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Same players new roles II

• The New Parent Role
• Data Provider (FAAB)
• Interventionist
• Progress Monitoring
• The New General Ed.Teacher Role
• Tier 1 Tier 2 interventions
• Progress Monitoring
• Data provider (FAAB) for Learning Env.
• Be ready for intervention

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Same players new roles III

• The New Principal Role
• As goes the principals attitude, so goes the
  team
• Providing for the assessment of intervention
  fidelity
• The New Attitude
• We are not looking at the child as broken
• Focus is on Why isnt the general education
  curriculum working for this child?

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Leadership The K-12 Model

• Overview p. 67
• Research on Leadership p. 68
• Effective School Leaders p. 69
• Effective Teachers p. 70
• Key Roles and Responsibilities p. 71-73
• Effective Professional Development p. 74
• Professional Development to Support SAILS p. 75
• Professional Development Options p. 77
• C.A.S.T. p. 78-79
• Grade Level Team Meetings p. 80
• Building Schedules p. 81

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Partner Work
With your partner, discuss the information found
on your action planner and the information
contained in the leadership section of the K-12
Model. Work on your plans for about 10 minutes.
Be prepared to share out with the whole group.
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System-wide Commitment The K-12 Model

• Overview p. 82
• Pyramid of Strength p. 83
• Learning Environment p. 84-85
• Content Area Reading p. 86-87
• Parents Role p. 88
• System-wide Role p. 89-90
• Self-Evaluation Tools p. 91-92

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Partner Work
With your partner, discuss the information found
on your action planner and the information
contained in the system-wide commitment section
of the K-12 Model. Work on your plans for about
10 minutes. Be prepared to share out with the
whole group.
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Special Education Provisions

• RTI and Child Find
• Anyone, including parents and teachers, can make
  a referral at any time in a RTI system.
• A student cannot be required to go all the way
  through Tier III before being evaluated if
  evidence exists to suspect a disability.

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Parent Involvement in RTI

• In a RTI system parents must be provided progress
  monitoring data. 34 CFR Sec. 300.309(b)(2).
• Parents must also be informed of
• State policies regarding the amount and nature of
  student performance data that is collected and
  the general education services that are provided
• The strategies for increasing the students rate
  of learning and
• Their right to request an evaluation.
• 34 CFR Sec. 300.311(a)(7).

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Using RTI data to identify SLD

• District procedures set out criteria for using
  RTI data to establish SLD.
• District criteria must incorporate new federal
  regulations on SLD.
• 34 CFR Sections 300.309 through 300.311

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Resources

• Reading Next A Vision for Action and Research in
  Middle and High School Literacy www.all4ed.org
• Washington State K-12 Reading Model
  Implementation Guide http//www.k12.wa.us/Curricul
  umInstruct/Reading/default.aspx
• RTI Manual http//www.k12.wa.us/SpecialEd/RTI.asp
  x
• Grades 4-12 Reading Intervention Materials Review
• http//www.k12.wa.us/CurriculumInstruct/Reading/p
  ubdocs/4-12ReadingIntervention.doc

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More Resources

• Washington State Instructional Materials Review
  http//www.k12.wa.us/CurriculumInstruct/Reading/de
  fault.aspx
• US Dept of Education Adolescent Literacy
  http//www.ed.gov/about/offices/list/ovae/pi/hs/re
  ading.html
• Florida Center for Reading Research
• www.fcrr.org

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For your time, energy, and for everything you do
to make Washington State an exemplary place to
get an education. YOU make the difference for
students every day! For more information Sue
Geiger Tonya Middling K-12 Reading
Administrator Learning Improvement
Coordinator OSPI OSPI, Special
Education 360.725.6064 360.725.6075 sue.geiger_at_
k12.wa.us tonya.middling_at_k12.wa.us
RTI Website http//www.k12.wa.us/specialed/RTI
.aspx