Elementary Models

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Elementary Models

• How does RtI look and feel at the elementary
  level?
• It doesnt need to look the same - what makes a
  system RtI is that it includes the 3 components
  measurement (universal screening progress
  monitoring, tiered instruction, and problem
  solving process
• These are must haves but how it is carried out in
  one school may look different than another

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System Supports

• RtI team - Strong leadership
• GLT - every 4 to 6 weeks
• Master Schedule that includes time for tiered
  instruction
• Culture of shared decision making
• Data warehouse

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Master Schedule

• Creation of a schedule that includes time for
  tiered instruction may be one of the most
  supportive things a school can do for its staff
  and students.

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Data Warehouse

• Purpose - we cant expect teachers to be
  shuffling among a bunch of paper with different
  data on each sheet. We need everything on one
  sheet if possible to make data analysis easier.
• Excel is your basic tool for summarizing data
• But there is an array of products for purchase
  that make data analysis a breeze.

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Grade
Target
Goal
Fall
Winter
Spring
Benchmark
Benchmark
Benchmark
Strategic
Strategic
Strategic
Intensive
Intensive
Intensive
Total ____
Enrollment
Barb Scierka, SCRED
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Target 43 72 90
2nd grade
Goal 70
Spring
Fall
Winter
Benchmark 45 students 05-06 66 04-05
61 03-04 56
Benchmark 47 students 05-06 70 04-05
69 03-04 61
Benchmark 05-06 04-05 68 03-04 54
42
Isis 30-86 Johanna 35-85 A.S. Marie 31-76 Peggy D
33-73
Peggy N 43-71 Tom T 65-70
Strategic
Strategic lt43, gt26 6 students 9
Strategic 10 students 15
2
Bobby 21-67 Woody 16-63 Edward 15-58 Truman
24-57 James 10-53
Intensive lt26 17 students 25
Intensive 10 students 15
Intensive
10
Total 68 67
Enrollment
Bollman, Silberglitt Scierka, SCRED
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Tiered Instructional Model

• Remember - interventions rest on the presumption
  of a strong core curriculum.
• Your data tell you if your core is strong.

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High Quality Instruction

• This goes back to the evidence base
• Are we using known effective practices?
• If we arent, is there a way to make them better
  - especially in the core, if cant purchase a new
  curriculum, can we beef up the core so that it is
  better?
• When students receive interventions, its no
  longer OK to overlook the quality of the
  intervention or delivery of the intervention -
  these are the most important variables!

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Integrity of Implementation

• Schools psychs can push for the development of
  fidelity checklists
• Can help develop them - but best done as a
  collaborative effort someone who has expert
  knowledge of the interention working with someone
  with expert knowledge of strong instructional
  principles (you!)

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What are Evidence-Based Literacy Practices?

• National Reading Panel 2000, Put Reading First
  1998, Adams 1990 - a convergence of evidence
  that these 5 elements must be present
• - Phonemic awareness
• - Phonics/word study
• - Fluency
• - Vocabulary
• - Comprehension

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Traditional Reading Curricula

• Designed for average students
• Intervene late by modifying curricula after
  students fail
• Underestimate the specificity of instruction and
  repetition needed by diverse learners

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Redesigned Reading Curricula

• Designed to meet students needs at the 10 - 40th
  percentile
• Specificity and repetition are built in
• Its easier for teachers to remove elements built
  into a curriculum for more able students, than
  to add them later for struggling students.

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Tier 2 compared to Tier 3

• Tier 2 is designed for small groups of students
  who have similar needs
• Often this is delivered in a standard protocol
  approach - in this approach student needs are
  predictable, and because most schools have
  limited resources, they select from a menu of
  research based intervention curricula to meet a
  particular need
• Tier 3, however, becomes more individualized-
  this doesnt mean that schools can not use a
  standard approach, but they may add to it

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National Math Panel

• Executive Summary -some findings
• preK-8 curricula should be streamlined and
  emphasize well-defined critical topics
• A combination of teacher directed vs. student
  directed instruction - not one way or the other
  way
• Must have conceptual understanding, procedural
  fluency, and automatic and effortless recall of
  facts.
• Research does not support that instruction should
  be either student centered or teacher directed.
  Some of each can have a positive impact.
• Assessment should be improved in quality and
  emphasize the most critical knowledge and skills
  leading to Algebra

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Math

• What Works Clearinghouse rated just one
  elementary math curricula as having potentially
  positive effects (Everyday Math)
• The Center for Data-Driven Reform in Education
  rated 5 curricula, computer assisted instruction
  /or instructional strategies as having strong
  effectiveness

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They are

• Classwide peer tutoring
• Missouri Mathematics Program
• Peer Assisted Learning Strategies
• Student Teams-Achievement Divisions
• TAI math

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Middle School Math

• What Works Clearinghouse rated
• I Can Learn Algebra Prealgebra
• Saxon Middle School Math
• Both as having positive effects, and rated
• Cognitive Tutor Algebra 1
• The Expert Mathematician
• Univ. of Chicago School Mathematics Project
• As having potentially positive effects

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When students are not being successful

• Look at the core curriculum - is it evidence
  based, does it meet the majority of students
  needs, is it being implemented as intended
• Only then do we try Tier 2 - is it evidenced
  based? Matched to student needs? Implemented
  with fidelity?

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How long should we implement intervention?
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• Cautions from George Batsche
• Different skills/content require different time
  frames for acquisition.
• Assessments are more/less sensitive and timelines
  place artificial expectations on assessment
  sensitivity and usefulness.
• A student response to instruction/intervention
  (rate) should inform time (and intensity) in
  instruction/intervention.
• Timelines assume all instruction can be delivered
  with the same impact in the same time, that all
  assessments can assess change at a uniform rate,
  and that student data and professional judgment
  are less important than how long a student
  should get an intervention.
• Timelines have the potential to increase the risk
  that a student remains in an intervention for
  that particular timeline, even if no evidence
  exists that the instruction/intervention is
  working.

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One last system support

• Professional development for staff should be
  directly linked to student needs.
• The data tell us what our students strengths and
  weaknesses are.
• As educators, we need to focus our own
  development on what the data indicate students
  need in terms of instruction instruction

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Facilitation
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Meeting facilitation - another role for school
psychologists

• Building RtI team
• Grade level teaming

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Grade Level Meetings
Purpose Grade Level Data Review, Analysis, and
Intervention Planning
Problem Identification
Define Tier Cut-Off Scores Review Triangle
Data
Create Updated Intervention Plan for Each Tier
Plan Implementation
Plan Development
Problem Analysis
Group Students According to Tiers Needs
Review Resources Match to Interventions
Review Interventions Match to Students
Needs
Courtesy of D204
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Fall Grade 3 DataStudents of Concern
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Box and Whisker Charts
____________________________________
Student is above the 90 ile and is well above
average.
90th ile
75th ile
50th ile
25th ile
Target
10th ile
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MPS box plot for grade level
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Building RtI teams

• The problem solving process needs nurturing
• You can use agenda or forms to guide the process
• Well-oiled teams may not need either after
  working together and solving problems

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• Clearly defined roles of team members

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Think, Pair, Share

• What are qualities of good meeting facilitators?

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Facilitation Quiz
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Agendas

• See handout

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Problem Solving

• As a school psych you can be very instrumental in
  
• developing a well-defined problem identification
  statement
• as well as helping teams through problem analysis
  and generating relevant hypotheses for developing
  a plan

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Lets do one together

• Problem ID - Joe, a 2nd grader is reading 27 cwpm
  when he is expected to be reading 52 cwpm
• Where do we begin in PA?

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BREAK