Transformational RTI

1
Transformational RTI

• 
  Common Intervention
• at the Core of Instruction
• Billy Snow
• Principal
• Mansfield ISD
• 2008 Excellence in Education Awards Texas
  Elementary Principal of the Year
• 2011 National Distinguished Principal Finalist

2
Tell us how you really feel?

• Its time to text in your thoughts.

3
First Things First

• High Expectations
• Leadership where the Principal is in the trenches
  with the teachers
• Team Atmosphere
• Developing an understanding of what RTI looks
  like
• Powerful Core Curriculum
• Flexibility(more on this later)

4
What next?

• Build your entire schedule around a successful
  plan of intervention for your whole campus.

5
Common Intervention

• Each grade level has a Common Intervention time
  of 60 minutes in grades k-4 (30 minutes for
  reading intervention and 30 minutes for math)
  5th grade is on a block schedule and has a 30
  minute intervention period.

6
What does intervention time look like?

• Classroom teacher delivers no new instruction
• Groups are formed based on data and change
  throughout the year.
• Teacher serves lowest performing group of
  students. This is usually 5-6 students
• Someone arrives to help! This could be
  interventionists, paraprofessionals, etc.
• No pull out programs during core
• Every student gets what they need!

7
What does intervention look like?
8
Everybody Gets What They Need!

• Core curriculum becomes uninterrupted because
  students are pulled for Dyslexia, Speech,
  Resource, or even GT services during the Common
  Intervention Period, not during the core!
• This allows for inclusion through co-teaching and
  allows teachers much needed time to work with
  their children.

9
Lets look at a sample schedule

• 3rd grade
• 750- Instruction
• 830-930 Intervention
• 930-1100 Math- Calendar Math, UPSL, Fluency,
  3-d to 2-d
• 1100-1230- Rdg. /Language Arts.
• 1230- 100 Lunch
• 120-215 (PE, Fine Arts, Computer)
• 215- 310 Science/Social Studies

10
Sample 5th Grade Schedule

• 750-850 Block 1
• 855-955 Block 2
• 1000-1030 Intervention time
• 1030-11oo Lunch
• 1110-1200 (PE, Fine Arts, Computer)
• 1200-100 Block 3
• 105-205 Block 4
• 210-300 Block 5
• 300- Recess

11
Group Intervention Log Information Instructional
Focus of Group __________ Week of
____________________ Names of Students in Group
Time Intervention Provided Monday
Tuesday Wednesday Thursday Time Met Total
Minutes/Days Curriculum/Materials Notes
12
Attendance and Observation Records
Student Name Attendance (circle if present) M T W Th Struggles with blending words, can make the sounds, but not the blend to form the words. Student Name Attendance (circle if present) M T W Th Has learned Spalding very well, struggles with sounds and blending words. Student Name Attendance (circle if present) M T W Th Struggles with reading, reading comprehension and blending words. She knows most of her letter sounds. She is attending Speech on Tues/Thurs. Does not know phonemic rule vce
Student Name Attendance (circle if present) M T W Th Has not practiced dyslexia lessons and struggles with decoding words, sounding letters and reading comprehension. In addition to my center, Andrew goes to Dyslexia class Monday Thursday Student Name Attendance (circle if present) M T W Th Does not feel comfortable with Spalding, can decode most words, has a tendency to say a word that begins with the first letter of the word on the page. In addition to my center, Drew goes to Dyslexia class Monday - Thursday Student Name Attendance (circle if present) M T W Th
13
Building Fluency

• 1. Select a passage at a students grade level.
  (Can be adapted to students instructional reading
  level.)

2. On the first day, time each student
individually while the student reads to see how
far they can get in one minute and mark/graphs
their results.
3. Optional step have students practice
reading a list of as many as 30 selected words
from the passage. These words should be high
frequency or non-phonetic words.
14

1. On days two, three, and four, student rereads the
   same passage. Record number of words read in a
   minute each day.

1. On the fifth day, student reads the passage
   again. Record the time and chart the students
   progress across the five days. Select a
   different passage for the next five days.
2. INCENTIVES RULE OUT MOTIVATION AS A FACTOR!!!!!
3. Rdg. Fluency can also be a home task.

15
Develop Vocabulary

• Select ten words for vocabulary instruction per
  week from read-aloud or student text.

Develop a student friendly definition for each
word.

• Design an activity for each day for each word.
• Introduce the word before, during or after
  reading it in a story. Say the word and ask
  students to repeat it.
• Provide a student friendly definition.
• Retell how the word was used in the story.
• Discuss how the word can be used in another
  context.
• Ask children to provide their own examples of
  how the word could be used.
• Ask students to say the word again to reinforce
  its phonological representation.

16
Develop Comprehension

• 1. KWL Chart

1. Have students write predictions word/picture
   splash.

3. Story Web - Students learn to think about
the aspects of the story as they are reading.
17

• Green/Yellow/Red Question Cards

• Before Reading (green cards)
• What does the title tell me about this story?
• What do I already know about? (the topic of the
  story)

• During Reading (yellow cards)
• Who? (tell who the story is about, or name the
  characters)
• What? (state the problem)
• When? (tell the time of the story takes place)
• Where? (tell the place of the story)
• Why? (explain why something happened)
• How? (tell how the problem was solved)
• What do I think will happen next? (Make
  prediction)

• After Reading (red cards)
• Who were the characters?
• What was the setting?
• What was the problem?
• How was the problem solved?
• Why did.? (elaborate on why something happened)

18
Math Fluency

• As a grade level, decide what the kids should
  already know and begin testing that immediately.
• Every few weeks, update with skills that have
  been taught. (i.e. multiplication, div.)
• Give one or two minutes to do the first column,
  then do the second, then the third.
• Record results of third column on graph.
• Offer incentive for improvement and achieving
  goal.
• This can be done whole class, in partners, or
  small group.

19
Inclusion Works!

• Co-Teaching- Sped and Regular Ed staff are
  trained in Co-Teaching methods
• Inclusion teachers and aides go into Inclusion
  cluster classrooms during core instructional
  blocks

20
Intervention (cont.)

• Read 180
• Behavior Contracts
• Perfection Learning Materials for Reading, Math,
  and Science

21
Types of Intervention Provided

• Small Group Instruction
• Marie Carbo Power Paks- stories on CD. Students
  track word in story as they listen (3X), then
  read back
• PIC wizard
• Start-In Acceleration Kits

22
Creating an Intervention Log/Notebook

• SIT meeting scheduled once a month
• Teachers maintain Intervention Log records on
  their intervention group, typically the lowest
  performing 5-6 students
• No referrals for 18 weeks, except in emergencies.

23
Whats in an Intervention Log?

• Student Data
• Definitions of Each Tier
• Flow Chart of Services
• Rate of Progress
• Fluency Records (k-5)
• Records from Intervention Time
• Benchmark and TAKS data
• SIT decisions

24
What Constitutes Powerful Tier I Core Instruction?

• From 3-D to 2-D
• Teachers must teach in a way the begins with
  hands-on instruction then leads into pictorial
  or similar representations of the
  learningfinally ending with TAKS-formatted
  transfer.

25
What does 3D to 2D look like?
26
What does 3D to 2D look like?

• In Science???
• Science Flash Cards
• A Hands on Lesson or Experiment
• Journaling or drawing pictures about their
  learning
• Closure with a TAKS formatted question or two to
  transfer the learning from hands on to abstract.

27
What does 3D to 2D look like?

• In Math
• 15-20 minutes of Calendar Math
• UPSL problem of the day
• Objective lesson with hands-on/manipulatives
• Application with journaling or pictorial models
• Short TAKS formatted closure

28
UPSL

• Common problem solving plan implemented in grades
  1-5
• The UPSL tool is simply a problem solving
  template. It is not the teaching of key words
  because they need to learn to see the situation
  in a math problem.

29
UPSL

• Understand Plan
• Write what the problem is Pick out
  important info
• askingin your own words and strategies
  to use
• Solve Look
  Back
• Solve any way you wanta Check it another
  way
• picture, number sentence,
• graph, chart, etc.

30
Three Cheers

• What components of this successful model of core
  instruction and RTI make the most sense to you?

31
Three Cheers

• -Reduction of sped rate from 13 to 2.5 plus
  speech only.
• -Reduction of AA id rates from 20 to 2.5.
• -Scores skyrocket with less students in sped and
  increasingly diverse population.
• -Title I Exemplary School for the last three
  years.

32
Three Cheers

• Our last two years 2010,2011
• 3rd Rdg.- 99, 98 Math 97, 98
• 4th Rdg.- 94,91 Math 96, 97
  Wri. 97, 97
• 5th Rdg.- 98, 99 Math 98, 100
  Sci. 98, 97
• Commended rates above 50 in math and 70 in
  Science.
• Over 135 visitors from 27 campuses and the
  University of Texas in last two years. Named a
  UT-CSS Exemplar Campus.

33
Three Cheers

• Mr. Snow, I want to first thank you for
  allowing our team to visit your amazing campus.
  Secondly, I want to report that our third grade
  team that visited, implemented your instructional
  model with fidelity after returning. This team
  experienced double digit growth in district
  assessments and performed at the 84th percentile
  in both reading and math on TAKS. We attribute
  that growth directly to the changes that we
  employed after visiting Bowie.
• Archie L. Hatten III, principal
• J. H. Hines Elementary
• Waco, Texas

34
Questions?

• Conduct Site Visits
• We visited Tice Elem in Galena Park, Burleson ISD
  and Ennis ISD. Steal Success!!!
• My email bjldsnow_at_sbcglobal.net
• billysnow_at_misdmail.org
• My phone number 469-383-9273