3/27/2014 1 SUCCESSFUL IMPLEMENTATION OF RTI² IN MURFREESBORO CITY SCHOOLS FOX Conference March 1, 2014 GOALS FOR TODAY: I CAN I. Understand the purpose of RTI and how it fits into school culture and climate II. Explain each tier of instruction III. Understand the details of implementation CHANGE FROM TEACHING TO LEARNING FROM ISOLATION TO COLLABORATION FROM INTENTIONS TO RESULTS
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Response to Instruction and Intervention--What It Looks Like ...OF RTI² IN MURFREESBORO CITY SCHOOLS FOX Conference March 1, 2014 GOALS FOR TODAY: I CAN I. Understand the purpose
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3/27/2014
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SUCCESSFUL IMPLEMENTATION OF RTI² IN MURFREESBORO CITY SCHOOLS
FOX Conference
March 1, 2014
GOALS FOR TODAY: I CAN
I. Understand the purpose of RTI and how it fits into school culture and climate
II. Explain each tier of instruction
III. Understand the details of implementation
CHANGE FROM TEACHING TO LEARNING FROM ISOLATION TO COLLABORATION FROM INTENTIONS TO RESULTS
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OUR TEAM Dr. Linda Gilbert: Director of Schools
Dr. Caresa Brooks: Coordinator, Reading and Instructional Interventions
• Much like a thermometer; a fever indicates something is wrong….but what???? Have to go deeper
• Skills Assessment
• Identify deficit then assess that skill for instruction
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EXAMPLE
• 3rd grade student flags in reading CBM (fluency measure) at the 8th percentile
• Questions to ask:
• Is the fluency deficit due to a Basic Reading Deficit?
• If you don’t ask this question, you could provide intervention for a fluency deficit and never address the underlying deficit
• How far below the standard is the student?
• What skills must be remediated to help the student reach the standard?
• INTERVENTION
EXAMPLE (CONT’D)
• 3rd grade student
• RTI team feels the student has deficit Basic Reading Skills
• Administer a test of phonological processing and basic decoding and sight word recognition
• This student is found to have deficits in phonemic segmentation, confusing short and long vowel patterns (reading and spelling), and poor retrieval speed
EXAMPLE (CONT’D)
Standard for third grade
• Know and apply grade-level phonics and word analysis skills in decoding words.
• Prefixes and suffixes
• Multisyllable words
• Read irregularly spelled words
SKILL DEFICIT (to reach this standard)
• Phonemic Segmentation
• Read and spell short vowel sounds
• Read common sight words in first and second grade
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UNIVERSAL SCREENERS
Who? (Academic Interventionists)
What? (AIMSweb)
When? (3 Times per year) + progress monitor lowest 25%
• Benchmarking takes place three times a year: fall, winter, and spring.
• Students who are identified at the lowest 10% of AIMS in reading fluency and/or MAZE qualify for intervention with an academic interventionist.
• Students who are identified at 11%-25% work with a classroom teacher in a separate small group.
INTERVENTION
• Letters are sent home to inform parents their child is receiving intervention. Monthly progress reports go home to parents as well.
• Interventionists review data to split students into groups with the same needs.
• Interventionists also meet with an administrator and the grade level team.
• Every student is placed in the intervention that best fits their academic needs.
• Look for groups that need extra support and place our EA help in those classrooms.
INTERVENTION
• Sessions are held for 30-60 minutes depending on whether they are Tier 2 or Tier 3 or both.
• If a student qualifies for both reading and math, they go to:
Tier 3 reading three days/week
Tier 3 math two days/week.
• However this must change next year to include 5 days of Tier 3 instruction for both reading and math.
• Research based practice suggests that we keep groups to 3-5 students in order to be most effective.
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INTERVENTION
• To get at the skills students need we pre-test:
• Sidewalks,
• SPIRE,
• Rigby Benchmark,
• other assessments (Survey Level assessments)
• To teach skills that pre-tests indicate are necessary:
• Sidewalks, (keep in mind that Sidewalks is written 1 year below grade level)
• SPIRE
• Rigby Benchmarking
• other research based materials
• Supplement with other materials if skills or reading levels call for it
INTERVENTION
• Measuring continued progress… • AIMS for fluency and comprehension • Think-Link probes for all other language arts skills • Pre and post tests
• Individual student goals are set in our AIMS monitoring program. • As students meet their goals, they either move up to their next
goal (if working below grade level) • They are moved out of the intervention group and up to the
next level of intervention to make sure they continue to make the most progress.
• This means that our groups are fluid and flexible. We do not necessarily work with the same kids all year long.
RTI MEETINGS
• Every 4 weeks RTI meetings take place to discuss students in the 0-25%.
• RTI meetings include interventionists, Exceptional Education Specialists, ESL teachers, grade level teachers, a special area representative, administration, social worker, school counselor, school psychologist, and a representative from district office.
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5-3-1
• 5-3-1—Discussion points…
• A week before RTI meetings, teachers are given a 5-3-1 to address concerns they want to discuss about a student. The 5-3-1 addresses these questions…
• What are 5 things you would like to discuss during this RTI meeting?
• Circle your top 3 choices of discussion points listed above.
• Star the 1 burning discussion point you need to have answered during our meeting.
RTI MEETINGS…
• During the RTI meeting, teachers have the opportunity to discuss their concerns and strategies they are using in the classroom. The RTI team will discuss other skills and strategies to adjust in the learning plan of the student.
• Action plan and documentation is key in the RTI meeting. The principal documents the plan and interventionists document student RTI files.
RTI MEETINGS…
• If a strategy and skill is not working, the RTI team will create a plan or “tweak” in students program.
• If questions or concerns are not answered during the RTI meeting, a follow up meeting takes place within a week of the scheduled RTI meeting.
• The principal plays a key role in follow up with action steps, documentation, and making sure everyone is accountable for following through the action plans.
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DOCUMENTATION EXAMPLE…
Student Teacher PM Services Intervention Teacher
Notes Action Steps/Person responsible for action step
• Data Teams are the next step for our district. Hobgood has started the data team process this year.
• There is one member from each PLC team on the data team. Those members take what is learned from the data meetings back to their PLC meetings so that all the PLC meetings are about discussing data and strategies.
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ANALYZING DATA
• There are six steps used by collaborative, instructional, grade-level teams to collect and analyze data and used to drive instruction. Teams use common formative assessments and based on the results create goals and determine and implement research-based interventions for diverse learners.
Bring this chart completed to the PLC meeting along with work samples from each group. During steps 2-5 be prepared to reflect using student work samples.
Teachers # Exceeding Standard Meeting Standard Approachng Standard Far Below Standard
# % Names # % Names # % Names # % Names
Teacher 1
Teacher 2 ###
###
###
###
Teacher 3 ###
###
###
###
Teacher 4 ###
###
###
###
###
###
###
###
New
Moved
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EXAMPLE OF SIX STEP DATA PROCESS
• Example: Kindergarten Intervention Group (Lowest 10%)
1.) Teachers give a pre-assessment (letter names, letter sounds, sight words). Teachers chart the data to identify which students need skills.
2.) Teachers analyze the data to see how to group the students that we have during the Kindergarten Intervention time.
3.) Teachers set a SMART goal. % of students will master the letter names, letter sounds, sight words taught in a 2 week time period. Goals are revised as needed.
EXAMPLE (CONTINUED)
4.) Teachers select the instructional strategies. For the K students we work with we use a lot of multi-sensory strategies. We show the students different objects that begin with the letter being taught, pictures of objects, shaving cream to practice writing letters, stoplight paper to practice writing letters, magnetic letters, segmenting the sounds in words using magnetic chips and wands, etc.
5.) Teachers look at students’ behavior and work.
6.) Teachers monitor how the students are progressing. Teachers give a post-assessment to show whether the students have met the goals set. Teachers are able to see if the strategies they used were effective or not. Do we need to try different strategies with certain students?