Response to Intervention

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Response to Intervention
Middle School Madness
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To every complex problem, there is a simple
solution

• that doesnt work.
• Mark Twain

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Overview of Presentation

• RTI 101- Our Interpretation and Application as it
  applies to attendance
• RTI- As It applies to Reading
• Instruction
• Curriculum
• Time and Intensity
• Question and Answer Session

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Response to Intervention The Problem Solving
Model

• RTI is the practice of providing high-quality
  instruction and/or intervention matched to
  student needs and using learning rate over time
  and level of performance to make important
  educational decisions
• (National Association of State Directors of
  Special Education Inc, 2005)
• Problem Solving Model- The process by which
  decisions are made within an RTI framework

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Part 1What RTI Means To Us

• General Education Construct
• Systems Building Philosophy
• Preventative not Reactive
• Scientifically-Based Instruction/Interventions
• Data Driven
• Tiered Approach to Instruction

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General Education ConstructEvery Child
Belongs to Each of Us

• Focus on Tier I
• Provide Professional Development Opportunities
• Use Research-Based Core Curriculum
• Emphasize Differentiated Instruction
• Implement Universal Screening

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Core Academic and Behavioral Program Universal
Screening and Results

• Assess success of instructional program
• Percent of students at or above benchmarks
• If necessary, examine curriculum, instruction, or
  both
• Identify students below benchmarks
• Interventions within general education classroom
• Assess progress and consider need for more
  intensive interventions at Tier II
• (Reschly, 2008)

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Systems Building Philosophy

• Problem Solving at Multiple Levels
• System
• School
• Classroom
• Individual Student Level
• RTI Team as a Professional Learning Community
• Meeting Protocol
• Team Member Roles
• Data
• Research
• Dissemination

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Identify Problem
Collect Data
Research Problem
What Happened?
Problem-Solving Process
Formulate Plan
Assess Fidelity
Collect Data
Initiate Intervention
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RTI Meeting- 3/11/2008

• Where are we? (10 min)
• Tier I- how do we strengthen our Tier I level
• Positive referrals- weekly perfect attendance
• Incentive program- Ask ASB
• Let Them Eat Cake- monthly perfect attendance
• Other Ideas?
• What does the data suggest? (5 min)
• 186 seventh and eighth grade students with
  perfect attendance in the month of December.
• What did we learn from research? (10 min)
• Gwen- Does peer group identity influence
  absenteeism in High School Students?
• Chris-
• What might it look like? (5 min)
• Mary- Tier II intervention possibility interview
  our students with 10 or more absences to
  determine the reason behind the absence.
• Plan for next week
• Two volunteers to report back on attendance
  research

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Data Driven

• 93 eighth, 98 seventh and 103 sixth graders had
  over ten absences as of Jan.1
• Data from the month of November before/after
  holiday and Friday
• 186 7th and 8th grade students had perfect
  attendance in the month of December

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Scientifically-Based Instruction/Intervention
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Preventative

• District-Wide Adoption and Implementation of RTI
• Deliberate Transitions
• Elementary to Middle
• Middle to High School
• Early Intervention
• Flexible Grouping
• Targeted Interventions

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Tiered Approach

• All
• Some
• Few

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(No Transcript)
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Part IIReading

• Universal Screeners
• Diagnostic Assessments
• Targeted Instruction
• Tier I
• Tier II
• Tier III
• Progress Monitoring

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Reading Where we are and where we are going
Table from OSPI
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Reading Trends 6-8th grade NCLB AYP 2008
Requirement
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Assessment

• Quantitative and Qualitative Information
  Regarding Student Status

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Assessment

• Screening
• Diagnostic
• Progress Monitoring
• Formative
• Summative

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Universal ScreeningThree times per year

• Oral Reading Fluency
• MAZE
• Spelling
• Vocabulary

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Diagnostic Assessment

• CTOPP
• TWS-4
• WRM
• TOWL-3

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Instruction

• How we do what we do

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Professional Development

• In-service Training
• Walk-About-Talk-About
• Administrative Walk through
• Instructional Coaches
• Assessment Coaches

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Common Lesson Design

• STAR Protocol
• Lesson Plan Template
• Daily Learning Targets
• Bell to Bell Instruction
• Aligned Curriculum
• Common Assessments
• Standards-Based Report Card
• Student Learning Plans (SLP)

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Mountain View Middle School 6th Grade Schedule 2007/2008 Monday, Tuesday, Thursday, Friday Mountain View Middle School 6th Grade Schedule 2007/2008 Monday, Tuesday, Thursday, Friday Mountain View Middle School 6th Grade Schedule 2007/2008 Monday, Tuesday, Thursday, Friday Mountain View Middle School 6th Grade Schedule 2007/2008 Monday, Tuesday, Thursday, Friday Mountain View Middle School 6th Grade Schedule 2007/2008 Monday, Tuesday, Thursday, Friday Mountain View Middle School 6th Grade Schedule 2007/2008 Monday, Tuesday, Thursday, Friday Mountain View Middle School 6th Grade Schedule 2007/2008 Monday, Tuesday, Thursday, Friday Mountain View Middle School 6th Grade Schedule 2007/2008 Monday, Tuesday, Thursday, Friday Mountain View Middle School 6th Grade Schedule 2007/2008 Monday, Tuesday, Thursday, Friday Mountain View Middle School 6th Grade Schedule 2007/2008 Monday, Tuesday, Thursday, Friday
LUNCH A LUNCH B
755- 840 845 930 935 1020 1025 1110 1110-1150 1150-1230 1230 - 115 120- 205 210 235
James LAR/ SS Band LAR SS Fitness Lunch Academic Enhancements LAR SS
James LAR/ SS Reading Academy LAR SS Fitness Lunch Academic Enhancements LAR SS
Smith MATH/ SCI Choir CMP SCI Fitness Lunch Academic Enhancements CMP SCI
Smith MATH/ SCI Orchestra CMP SCI Fitness Lunch Academic Enhancements CMP SCI
Smith MATH/ SCI Math Academy CMP SCI Band Lunch Academic Enhancements CMP SCI
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7th and 8th Grade Schedule
Intervention 1st Period 2nd Period 3rd Period 4th Period 5th Period 6th Period 7th Period Connections
Wilson Yes Yes Yes Double Dose Yes Double Dose
Phonics Blitz Yes Yes Yes
Rewards Yes Yes Yes
Rewards Plus Yes Yes
Jamestown Navigator Yes Yes Yes
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Curriculum
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Tier I- Alln1,060

• New Curriculum- Springboard, College Board
• High expectations for all students
• Strengthen students problem-solving, critical
  thinking, and reasoning skills
• Interactive, student-centered units of
  instruction
• Standard
• Interpret and Analyze the Communication Context
• Interpret and Analyze Text Elements and
  Structures
• Reflect and Direct Processes for Constructing
  Meaning
• Extra Learning Opportunities Available
• Before School Tutoring
• After School Intervention Program
• Lunch Work Completion

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Tier II- Somen194

• New Curriculum- Springboard
• Extra Learning Opportunities Available
• Core plus More
• Targeted Reading Intervention- Explicit
  Instruction
• Phonics Blitz
• Rewards
• Rewards Plus
• Jamestown Navigator
• Vocabulary Through Morphemes
• Essentials In Vocabulary
• Elective Replacement

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(No Transcript)
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Tier III- Fewn55

• New Curriculum- Springboard
• Extra Learning Opportunities Available
• Core plus More
• Targeted Reading Intervention
• Wilson
• Smaller class size
• Longer intervention
• Elective Replacement

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Tier III- Fewer Still n7

• Extra Learning Opportunities Available
• Targeted Reading Intervention x 2
• Core Replacement and Elective Replacement

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Time and Intensity
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Progress Monitoring

• Curriculum Based Measurements
• Program Monitoring
• Holistic View of Struggling Students

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Curriculum Based Assessments

• Tier II
• MAZE
• Weekly
• Correct over Errors
• Tier III
• Oral Reading Fluency
• Weekly
• Correct over Errors

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Optimal Gain Aimline to reach benchmark
Not Responding Well- Change Necessary
Realistic Gain Aimline represents 1 word
per minute gain per week
Maria struggling eighth grade student
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Excellent Response to Intervention
125 wcpm
What happened here?
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Kaleel- Struggling Reader
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Program Monitoring

• Embedded Assessments from Curriculum
• Monitoring of Skill Acquisition
• Progress and Pacing

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Holistic View of Student Achievement

• Curriculum Based Assessment
• Program Assessment
• High Stake Testing
• Attendance
• At Risk Status- Failing Classes
• Referrals

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Holistic Evaluation Reveals Attendance Problem
Sasha- Struggling Reader
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(No Transcript)
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RTI Principles Applied to Eligibility
Determination and Improving Special Education
Services

• Prerequisites to using RTI for Determination
  Eligibility
• Effective general education core program in
  behavior and academics
• Effective Tier II interventions in behavior and
  academics
• Adoption of eligibility determination procedures
  that are legal, connect general to special
  education, and establish the conditions for an
  effective special education program
• (2008, Reschly, D.)

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In a Nut Shell

• General Education
• Systems
• Preventative
• Scientifically-Based
• Data
• Multiple Tiers

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Acknowledgement of our Collaborative Partners

• OSPI- Lorraine Wojahn Dyslexia Pilot Reading
  Program
• Wayne Callender
• Jefferey Sprague
• Anita Archer
• Other School Districts- Shelton, Hoquiam, Pioneer

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Questions ?

• Thank You