Current and Future Implementation of Response to Intervention.

Current and Future Implementation of

Response to Intervention

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Local Norm Project

• Hybrid between DIBELs and Skill Builder Probes

• Local norm sample consisted of 576 across 1st-5th grades

• More than 100 students per grade• DIBELS data was from approximately 400

students per grade K-2

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Sample From 1st and 2nd Grade

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Overall Implementation and Expansion

• 2006/2007 school year RTI procedures were piloted in two elementary schools– One large school (700 students) Springmore– One small school (330 students) Casar

• 2007/2008 implementation expanded into two more large elementary schools– Fallston Elementary (560 students)– Union Elementary (630 students)

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Overall Implementation and Expansion

• 2008/2009 two more small elementary schools have started implementation

• 2009/2010 first middle school with an additional two to four elementary schools

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Correlation Studies looking at EOG and CBM Assessments

• EOG and ORF correlation coefficients– 3rd grade: .69– 4th grade: .59– 5th grade: .53

• EOG and Maze Fluency correlation coefficients– 3rd grade: .61– 4th grade: .63– 5th grade: .63

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Correlation Studies looking at District performance on EOG and

CBM Assessments• EOG and Skill Builder Word Problem

probes correlation coefficients– 3rd grade: .64– 4th grade: .49– 5th grade: .60

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3rd Grade EOG Comparison to ORF

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Words Read Per Minute On DIBELs ORF

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Benchmarking All RTI Schools K-5th Grade

• All students will be screened three times a year using either DIBELS, Skill Builder probes, or Aims Web Maze Fluency probes

• Teachers will be shown data and told who needs to enter Tier 1

• Teachers will also be shown what skill to teach and what to use to progress monitor each child

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Continuing Training

• Refresher trainings are being completed to keep schools current with RTI procedures

• Teachers are used to lead trainings later in the year for new RTI schools in District

• Teacher trainings consist of: How they have fit interventions into the day, what interventions have been used, and overall progress they have seen in their classes

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Barriers

• Understanding that process is not more but different

• Teachers understanding purpose and theory behind Curriculum Based Measurements

• Currently lacking middle school norms for needed expansion

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Breaking Down Barriers

• Continue training that involves instruction on methods, paperwork, etc. that involves coaching and feedback for teachers

• Continue to show data that validates CBM’s at the local level

• Currently working on developing local middle school norms with a sample of students from all four middle schools in district

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Fidelity and Integrity

• Forms have been developed to check on fidelity of interventions and meetings discussing interventions

• Audit form to make sure fidelity of entire Tier III process

• Evaluation data taken from teachers to find out how they feel about the process.

Free powerpoint template: www.brainybetty.com

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1-5 Likert Type Scale

1=Strongly Disagree

5=Strongly Agree