RTI Module 4 INTERVENTIONS 1 Module 3 Review and Module 4 Link to Previous RTI Modules Karen Jones Education Associate Delaware Department of Education.

RTI Module 4RTI Module 4

INTERVENTIONS

2

Module 3 Review and Module 4 Link to Previous RTI Modules

Karen Jones

Education Associate

Delaware Department of Education

33

Review of Homework

Observed school-based teams in action, interview staff

Used the Homework tool provided to evaluate the status of your teams.

Discussion

44

Problem Solving Process

Problem Identification & Problem Analysis

Strategy/ Intervention Design

Strategy/ Intervention Implementation

Strategy/ Intervention Evaluation

Follow-up and Re-design

Gravois, IC Teams, 2008

55

Problem Solving ProcessProblem Identification & Problem Analysis

Strategy/ Intervention DesignAcademic: Conducted under instructionally matched

conditions Effective instructional practices (modeling,

repetition, corrective feedback, incentives for improvement)

Plan for progress monitoringBehavior: Conducted under instructionally matched

conditions Application of researched behavior principles Contingency management Plan for progress monitoring


66




Strategy/ Intervention Implementation Implementation integrity must be

consideredGravois, IC Teams, 2008

77

Problem Solving ProcessProblem Identification & Problem

Analysis



Strategy/ Intervention Evaluation Charting and graphing of data (at

least weekly) Continued comparison of data with

baseline and goalsGravois, IC Teams, 2008

88





Strategy/ Intervention Evaluation

Follow-up and Re-design- Recognition that refinement and “tweaking”

are necessary parts of effective problem solving


9

Problem Solving Continues with Guiding Questions

1. Is the core program sufficient?

2. If the core program is not sufficient, why isn’t it?

3. How will needs identified in the core be addressed?

4. How will the effectiveness and efficiency of the core be monitored over time?

5. Have improvements to the core been effective?

Sharon Kurns, Heartland Area Education Agency 11

10

Problem Solving Continues with Guiding Questions

6. For which students is the core program not sufficient and why?

7. What specific strategic and intensive instruction/intervention is needed?

8. Will the instruction/intervention be developed and selected through assessment, then matched with the function of target academic or behavior of each student?

9. How will strategic and intensive instruction/intervention be delivered?

10. How will effectiveness of strategic and intensive instruction/intervention be monitored?

Sharon Kurns, Heartland Area Education Agency 11

11

Intervention Design

What is our plan to address the problem?

What is the desired outcome of the intervention?

What are we going to do to achieve that outcome?

How will we know if the plan is working? How will we know if the plan is being

implemented as intended? What do we do if the plan works or does

not work?Sharon Kurns, Kristi Upah & Sandy Nelson, Heartland Area Education Agency 11

12

Intervention Progress Monitoring

Is the student making sufficient progress given the

intervention? Are the supports in place to carry out the

measurement strategy? How will data be displayed? Are data being collected frequently and

regularly? Is the intervention creating the desired

outcomes? What changes might need to be made to

the intervention?Sharon Kurns and Kristi Upah, Heartland Area Education Agency 11

13

Implementation Integrity

Is the intervention being implemented as planned?

What are the essential elements of the intervention?

What is the acceptable level of performance? Or how will we know if the intervention is being implemented with integrity?

How will integrity data be collected? Is integrity data being collected as planned? How will the integrity data be analyzed? Are adjustments to implementation

necessary? (Make Decision)Alecia Rahn and Sharon Kurns, Heartland Area Education Agency 11

14

Evaluation Decisions

Has the intervention been successful? Should the intervention be evaluated? Is the student making progress at an

expected rate? Is the student’s performance significantly

discrepant from peers or expectations? What are the student’s instructional

needs? What are the student’s ongoing

instructional needs and what resources will be needed to meet them? (Make the decision.)

Sharon Kurns, Randy Allision, Jeff Grimes, Kristi Upah, Heartland Area Education Agency 11

15

Bibliography

Heartland Area Education Agency 11, Improving Children’s Educational Results Through Data-Based

Decision-Making. Johnston, Iowa

http://www.aea11.k12.ia.us:16080/idm/

16

Module 4 Overview

Juley Harper

ELA Education Associate


17

RTI makes me feel like…

Because…

18

A mistake we often make in education…

plan the curriculum materials very carefully

arrange all the instructional materials open the doors of the school

and then… find, to our dismay, that they’ve

sent us the wrong kids.

ANON

19

An Intervention Is NOT Moving the student to another seat

Referring the student to special education

Adjusting the level of questions on an assessment

Teaching the core curriculum

Retaining the student

Simply observing the student in the classroom

Suspending the student

Allowing the student to use a calculator

Information based on research from Karen Burggraf, MEd and Arden Sotomayor, MEd, 2007

20

An Intervention IS

A scientifically researched-based program used IN ADDITION to the core curriculum to help students with significant deficits reach proficiency.

Information based on research from Karen Burggraf, MEd and Arden Sotomayor, MEd, 2007

21

Effective Interventions

Why must we work at the school level to provide effective interventions? Children enter school with diverse instructional

needs (e.g., talent, preparation for learning, oral language knowledge and abilities, motivation)

Some children require instruction 4 or 5 times more intense than others

The classroom teacher, alone, may not be able to provide sufficiently powerful instruction to meet the needs of all students

Based on Research completed by the Florida Center for Reading Research, Elizabeth Crawford and Joseph Torgeson, 2006

22

Effective Intervention Characteristics

They… increase the intensity of instruction

• increase instructional time• decrease number of children in instructional group• improve quality of instruction

provide many opportunities for pre-teaching, re-teaching, review, and supervised practice

are focused carefully on the most essential learning needs of the students

provide instruction that is both EXPLICIT and SYSTEMATIC


23

Common Traits of Successful Schools

1. Strong Leadership

2. Positive Belief and Teacher Dedication

3. Data Utilization and Analysis

4. Effective Scheduling

5. Professional Development

6. Scientifically-Based Intervention Programs

7. Parental Involvement


24

Sophistication of Knowledge

25

RTI InterventionsRTI Interventions

Behavior

Brian TouchetteDelaware Department of Education

26

Positive Behavior Support

All Students in the School

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

School-wide Interventions•All settings, all students•Preventive, proactive

•Intensive academic support•School based adult mentors•Intensive social skills training•Individualized function based behavior support plans•Parent training and collaboration•Multi-agency collaboration (wrap around)•Alternatives to suspension and expulsion

•Intensive social skills training and support•Self-management programs•School-based adult mentors (check-in)•Increased academic support & practice•Alternatives to school suspension

•Effective academic support•Teaching social skills•Teaching school-wide expectations•Active supervision in common areas•Positive reinforcement for all•Firm fair, corrective discipline•Effective Classroom management

27

If: >40% of students received 1+ODR >2.5 ODR per studentThen: Need to consider modifying universal supports to improve

overall system (teach, precorrect, & positively reinforce expected behaviors)

If: >60% of referrals come from classroom >50% of ODR come from <10% of classroomsThen: Need to consider enhancing universal or targeted

classroom management practices (examine academic engagement & success; teacher, pre-correct for, & positively reinforce expected classroom behavior & routines

If: >35% of referrals come from non-classroom settings >15% of students referred from non-classroom settingsThen: Need to consider enhancing universal behavior management

practices (teach, precorrect for, & positively reinforce behavior & routines; increase active supervision in non-classroom settings (move, scan, interact)

Sugai, 2004

Interventions at Tier 1

28

Functional Assessment Pathway

Setting EventTriggeringEvent or

Antecedent

Problem Behavior

MaintainingConsequence

THE FUNCTION“Get something”“Get away from

Something”

Example of Behavioral Pathway

Setting Event Antecedent Behavior Consequence

Alone for Given Math Profanity Gets out of30+ minutes or other task disruption completing work

Start of summary:

When given math worksheets & other assignments, Caesar does not do his work, he uses profanity & disrupts lessons, especially, when he has worked alone for 30 minutes without peer contact. His work does not get completed, & he avoids teachers requests.

30

Characteristics of quality interventions

Seen as feasible and acceptable Involve progress monitoring, fidelity checks Based on collaboration with family Based on effective intervention principles

(evidence-based) Address prevention, teaching, and

consequences

31

Characteristics of Quality Interventions

Preventive Make the behavior irrelevant. Change the

environment so it’s not necessary Teaching – make the behavior inefficient

Teach a replacement skill that works better Function/Consequence

Make the behavior ineffective. Remove reinforcement of the problem behavior. Maximize reinforcement of the replacement behavior

Academic Considerations

32

Targeted Interventions:Some examples

Skill Building Academic Organizational Social Anger management Problem-solving

and conflict resolution

Coping strategies

Support/relationship Building Check In programs Mentoring (with adults or

peers) Peer tutoring (with target

student as tutor) Cooperative learning

activities Breakfast/lunch clubs Student leadership

opportunities

Innovations ExamplesInnovations Examples

34

Universal Screening Workshop – April 23rd This training is designed to help you IDENTIFY students who

may need additional mental health/behavioral intervention. It is not designed to help you provide these services.

Ask teams the following questions: Do you believe that your SW system is in place and functioning

well (that is, fewer than 20% of kids in the upper tiers & data are being used effectively to modify the SW program)

If so, do you feel you have a good problem solving structure in place when kids are identified as having social emotional and behavior problems?

If so, do you feel there are mental health services available either in school or in your local community?

If so, you may be ready to consider how you are identifying kids in need and whether you are reaching them as quickly and efficiently as possible…this training is for you.

Summer Training for PBS on all levels of interventions – www.delawarepbs.org

Paid Commercial Advertisement

Recognition and Response Recognition and Response

RTI and Early ChildhoodRTI and Early Childhood

Jim Lesko, Ed.DDelaware Department of Education

36

37

Principals for Developing the Response in Early Childhood

Merges the best aspects of early childhood general and special education

Combines the standard treatment protocol and problem-solving process from RTI

Includes content based on the best predictors of language and literacy skills in pre-k

Includes curricula and instructional approaches for pre-k that are validated through research/practice

Uses methods for scaffolding learning that are based on evidence

Includes a balance of explicit and embedded approaches

Includes guidelines for implementation

38

Culturally and linguistically diverse population

Teachers on a continuum of learning

39

40

Institute for Education SciencesMath and Literacy

41

Effectiveness Ratings for Early Childhood Interventions

42

http://www.doe.k12.de.us/programs/earlychildhood/preschool.shtml

Lesson Plan Checklist Mathematics

Month

Foci

Number and Operations

M 1

Begin to develop an awareness of numbers and counting as a means for understanding quantity

M 2 Develop the ability to count in sequence and recognize numerals 0 to 10

M 3 Begin to make use of one-to-one correspondence when counting objects

M 4 Begin to use language to compare numbers of objects

M 5 Develop the ability to determine quantity or “how many”

M 6 Develop an awareness of broad concepts of time that are part of the daily routine

M 7 Begin to understand numbers and number concepts as they relate to everyday life

Geometry and Spatial

M 8 Begin to recognize, name, describe, and compare common shapes

Sense

M 9 Progress in their ability to put together and take apart puzzles

M

10 Begin to understand geometric concepts through block play

M

11 Begin to develop the concept of same and different

M

12 Show growth in matching and sorting according to attributes such as color, shape or size

M

13 Build an understanding of directionality, order, and positional terms

Patterns and Measurement

M 14

Begin to recognize, copy, and extend simple patterns with a variety of materials

M

15 Show the ability to put objects in a series according to one or two attributes such as shape or size

M

16 Begin to use non-standard and standard measures

M

17 Recognize and name measurable attributes such as weight, volume, and length

M

18 Begin to compare and sort according to those attributes

M

19 Begin to recognize and name common colors

43

44

References and Sites References

Buysee, V., & Winton, P., & Zimmerman, T. (2007). RTI goes to pre-k: An early intervening system called recognition and response. Early Developments, 11, 6-10.

Coleman, M.R., Buysee, V., & Neitzel, J. (2006). Recognition and response: An early intervening system for young children at-risk for learning disabilities. Full report. Chapel Hill: The University of North Carolina at Chapel Hill, FPG Child Development Institute

Coleman, M. R., Buysse, V., & Neitzel, J. (2006). Establishing the evidence base for an emerging early childhood practice: Recognition and response. In V. Buysse, & P. Wesley. (Eds.), Evidence-based practice in the early childhood field (pp. 227-246). Washington, DC: Zero to Three.

Listing of some important web sites:

http://www.recognitionandresponse.org

http://www.fpg.unc.edu/~randr/

http://www.earlyliteracylearning.org/

http://ies.ed.gov/

45

MathematicsDiana Roscoe


And Jamila Riser, Math Coalition

Val Maxwell and Jan Parsons, University of DelawareEric Shane, Caesar Rodney School District

46

Math Interventions

An intervention can be thought of as a plan of action on behalf of students who are struggling or who are being considered for acceleration.

The term intervention usually indicates that the students’ difficulties or particular strengths are in the early stages, when they can be identified and possibly addressed before they become a concern.

In contrast, remediation is often applied to actions taken to reverse established patterns of achievement by students who are already struggling or failing and need intensive and long-term assistance. (NCTM)

Both are a part of Response to InterventionBoth are a part of Response to Intervention

47

Resources

How do we as a teacher, school, district, state, develop math intervention strategies when even the experts haven’t developed a multitude of effective prescriptive intervention strategies?

48

49

Effective Intervention Is a Problem-Solving Process

We invite you to participate in the following two problem-solving strategies that help teachers to build a library of interventions

Whole class – pedagogical intervention

Individualized – item/content specific intervention

Intervention ResearchIntervention Research

is a Process of Inquiry

51

Identify a Problem

Formulate a Question

Develop Strategies Based on Your Question

Develop a Plan for Data Collection

Gather and Analyze the DataReflect on the Results

Plan for the Next Action

Next Steps

My students perform well during classroom instruction but seem to fall apart on exams such as the DSTP or NAEP. They behave as if they have never seen a problem with this mathematical content and many of them even leave answers blank.

Small Group Activity- Use the Intervention Research Process of Inquiry to:

1. Formulate a question

2. Develop Strategies based on the question

3. Develop a plan for data collection

53

Fifth Grade

Sturdy paper plates come in packages of 8. How many packages of plates should the Yum Yum Deli supply so that each of the 527 people can have one plate?

Assessment purpose for this item:1. Know what to do with the remainder.

2. Compute Correctly

3. Recognize that division is needed to solve this problem.

54

Sorting Activity

Sort the papers A through M into three piles.• Need immediate intervention

• Okay for Now

• No intervention needed

Record your notes regarding anything you see that may be getting in the way of successfully completing the problem (Sorting Activity Handout).

Share your notes and carry out a group discussion regarding possible intervention strategies with one note taker in the group (Intervention Worksheet Handout).

Share one intervention with the entire room.

55

Identify a Problem

Formulate a Question

Develop Strategies Based on Your Question

Develop a Plan for Data Collection

Gather and Analyze the DataReflect on the Results

Plan for the Next Action

Next Steps

56

The core purpose of professional development should be the continuous improvement of professional practice.

Thomas R. Corcoran, 1998

57

Administrators Have a Key Role Make improving instructional practice and shared

accountability for student achievement high priorities.

Recognize, value, and promote research-based effective instructional strategies and differentiated interventions.

Expect all faculty to engage in research-based effective instructional strategies and differentiated interventions.

Create learning communities that support teachers as they work to transform/improve instructional practice and develop interventions.

Provide time and guidance for collegial work.

58

School-Based Teacher Leaders Role

Create a safe environment for others to share their professional practices

Take the lead in sharing your professional practice and develop an intervention.

Maintain a stance of inquiry—”I wonder . . .”

Listen

59

Teachers Have a Role

Actively contribute to the creation of a safe environment for others to share their professional practices

Participate in the sharing of professional practice and be willing to implement and experiment with a variety of proposed interventions

Record and share feedback on your implementation of interventions

Maintain a stance of inquiry—“I wonder . . .“ Listen

60

The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge.

The Teaching Gap

61

62

Choosing and Using Choosing and Using Reading InterventionsReading Interventions

Sharon Walpole, Ph.D.

University of Delaware

63

Overview

Introduce the Cognitive Model of Reading Assessment

Define characteristics of interventions that work Compare and contrast intervention strategies

and intervention programs Provide access to public program reviews Examine a comprehensive content-analysis

system for coordinating choices for your district or school

64http://www.rand.org/publications/MR/MR1465/

http://www.rand.org/

65

What is comprehension?

Comprehension is understanding what is heard or read.

Comprehension of any text involves creation of an integrated and coherent representation of the text.

Comprehension may or may not lead to memory for text or text ideas.

66

RAND’s heuristic for thinking about reading comprehension

67

Stage models of reading

When children are acquiring literacy – developing the skills necessary for reading comprehension – they tend to move through stages in which their focus is very different. All along, during each stage, they are developing oral language skills. Although our goal is increased comprehension, at times we must address lower-level skills.

Comprehension

Ora

l La

ngu

age

Fluency

Alphabetic Principle

Phonemic Awareness

68

This text is currently being revised; the Cognitive Model

is part of the revision.

The Cognitive Model

PhonologicalAwareness Decoding and

Sight WordKnowledgePrint

Concepts

Fluency in

Context

AutomaticWord

Recognition

ReadingComprehension

LanguageComprehension

StrategicKnowledge

General Purposes

for Reading

Specific Purposes

for Reading

Knowledge of Strategies

for Reading

VocabularyKnowledge

BackgroundKnowledge

Knowledge ofText and Sentence

Structures

70

Assessment-Driven Decisions

Give screening test in a given area(and in more basic areas if need be)

If screening identifies a problem area, give a diagnostic test to determine skill needs

Give progress monitoring tests periodically to determine impact of targeted instruction

Identify programs or strategies that specifically address the skill needs

71

The concept of three tiers of instruction

The 3-tier model (University of Texas System/Texas Education Agency, 2005) is a general framework — and just a framework — for explaining how any research-based program can be executed in a school.

http://www.texasreading.org/utcrla/materials/3tier_letter.asp

72

Tier I: Core Grade-Level Reading Instruction

1. A core reading program grounded in scientifically based reading research

2. Benchmark testing of all students to determine instructional needs at least three times per year (fall, winter, and spring)

3. Ongoing professional development to provide teachers with the necessary tools to ensure every student receives quality reading instruction

73

Tier II: Supplemental Instruction

For some students, core grade-level reading instruction is not enough. Tier II is designed to meet the needs of these students by providing them with additional small-group reading instruction daily.

74

Tier III: Instruction for Intensive Intervention

A small percentage of students require more support in acquiring vital reading skills than Tier II instruction can provide. For these students, Tier III provides instruction that is more explicit, more intensive, and specifically designed to meet their individual needs.

PA and Word Recognition

Word Recognition and Fluency

A Stairway to Proficiency

Fluency and Comprehension

Vocabulary & Comprehension

76

Automatic Word Recognition:Programs and Strategies

Tier 1 Tier 2 Tier 3

Phonological Awareness and Print Awareness

Decoding and Sight Word Knowledge

Oral Reading Fluency

77

Language Comprehension:Programs and Strategies


Vocabulary Knowledge

Background Knowledge

Text structure knowledge

Sentence structure knowledge

78

Strategic Knowledge:Programs and Strategies


Reading strategies

Specific purposes for reading

General purposes for reading

79

Comprehensive Early Interventions

A recent review of extensive interventions (those with at least 100 sessions) compared 12 studies.

The report provides descriptions, effect sizes, and cost estimates.

http://www.centeroninstruction.org/resources_searchresults.cfm?searchterms=extensive+reading+interventionsh

80

For temporary, targeted For temporary, targeted intervention efforts, avoid intervention efforts, avoid

“comprehensive” solutions in “comprehensive” solutions in favor of specialized ones.favor of specialized ones.

Once I know what my focus is, how can I

address it?

82

Effective interventions integrate three essential components:

1. Explicit, systematic content

2. Intensive instructional design

3. Reflexive instructional delivery

Meyers, S. D. (2006). Evaluating the effectiveness of a kindergarten intervention program. Unpublished executive position paper, University of Delaware.

83

Explicit Content: Lesson Focus

Phonemic Awareness

Find the middle sounds in words.

Word Recognition

Learn a series of new letter sounds.

Learn new consonant or vowel patterns.

Read and spell words that you see all of the time.

Fluency Work with words that you must read quickly.

Read text repeatedly to increase rate.

84

Explicit Content: Teacher Modeling

Phonemic Awareness

Teachers use pictures, manipulatives, and hand signals to direct attention

Word Recognition

Teachers sound and blend words using standardized, repetitive procedures

Fluency Teachers read to students or use choral or echo procedures to model fluent reading

85

Systematic Content

Across lessons

Words and texts are organized from easiest to hardest over a sequence of lessons

Within lessons

The teacher models, works with the students, and then has them work independently

Across lessons

There are planned repetitions of old items and opportunities to demonstrate and assess mastery

86

Intensive Instructional Designs

Grouping Smaller groups are more intensive; interventions usually require homogeneous groups

Time Time on task, actually reading or writing or responding, is maximized; instruction is well organized

Opportunity Students respond chorally or in every pupil response format to maximize individual chances; teacher uses specific error correction procedures

87

Reflexive Instructional Designs

Entry Points Data are used to decide where students should begin a lesson sequence

Progress Monitoring

There are procedures to monitor whether students are learning the specific items taught in the intervention

Exit Points There is a definite, specific goal for mastery of the skill that is targeted in the intervention

Is it possible to do all this without commercial

programs?

89

Nearly all vendors claim that their programs are scientifically based

Scientifically-based programs

Scientifically-based strategies

The entire program, tested with random assignment and implemented with fidelity, yielded better outcomes compared with a control group

The specific strategy, tested with random assignment and implemented with fidelity, yielded better outcomes compared with a control group

Actually, very few programs meet these stringent tests; rather, most programs combine a series of scientifically

based strategies

90

Scientifically-based programs

Benefits Costs

The scope and sequence is already systematic

There are scripts to keep instruction explicit

After initial training, less planning time is needed

Time and focus may be inconsistent with your needs

The programs may be expensive

There may be no way to allow multiple entry points

91

Scientifically-based strategies

Benefits Costs

The instructional strategy is very specific to address one or two components of reading

The skill can be measured repeatedly to test student response

Strategies are published in research journals; you have to find them

More planning time is needed to assemble materials

You may not have adequate texts

92

What we have to avoid is What we have to avoid is continuing ineffective current continuing ineffective current

practices. Serving our practices. Serving our children requires that we children requires that we adopt scientifically-based adopt scientifically-based

strategies and/or programs strategies and/or programs and that we monitor their and that we monitor their

effectiveness for each child.effectiveness for each child.

93

Descriptions of Programs

http://ies.ed.gov/ncee/WWC/reports

94

95

Descriptions of Programs

The Florida Center for Reading Research produces narrative descriptions of a variety of commercial programs.

The descriptions include any available research evidence. fcrr.org

96

97

98

99

How could you inventory the strengths and

weaknesses of your current programs?

101

The Oregon Reading First Center used to review and rate programs; those ratings have been deleted from the website and only the rating guides are available.

Procedures for Reviewing Programs

102

The Oregon procedure The Oregon procedure includes items for analysis for includes items for analysis for K-3 intervention programs that K-3 intervention programs that could be very helpful to you.could be very helpful to you.

http://oregonreadingfirst.uoregon.edu/inst_curr_review.html

103

Grouping structureWhole group

Small group

1-on-1

Professional DevelopmentTotal number of hours

Time recommendationsMinutes per day

Days per week

Number of sessions

MaterialsProvided

Created by teacher

Interventionist QualificationsCertified teacher

Paraprofessional

Other

Total Cost Estimate

104

Instructional Design and Emphasis

1. Introduces a manageable amount of information and objectives within a lesson.

2. Provides sufficient emphasis on high-priority skills and strategies

3. Provides sufficient modeled examples prior to learner practice.

4. Includes sufficient opportunities for student responses.

105

Instructional Design and Emphasis

5. Structures adequate practice and review for mastery of new skill/strategy

6. Provides specific guidance for corrective feedback.

7. Includes specific recommendation or guidance for reteaching.

106

Instructional Grouping

1. Includes a placement test or process that allows students to start at different entry points in the materials depending on student performance.

2. Provides recommendations on group size and range of performance within groups.

3. Recommends and accommodates flexible groupings to maximize student learning.

107

Instructional Assessment

1. Allows teachers to determine the effectiveness of instruction by conducting frequent and ongoing assessment checkpoints on critical skills.

2. Includes assessment items for each major reading skill/strategy that can be used to determine what students need to learn and how much they have learned.

108

Instructional Assessment

3. Provides guidance to teachers on how to use assessment information to plan and differentiate instruction.

4. Monitors student progress at the end of each unit of instruction.

How could you critically evaluate the efficacy of your current programs?

110

Automatic Word Recognition:Programs and Strategies


Phonological Awareness and Print Awareness

Decoding and Sight Word Knowledge

Oral Reading Fluency

111

Language Comprehension:Programs and Strategies


Vocabulary Knowledge

Background Knowledge

Text structure knowledge

Sentence structure knowledge

112

Strategic Knowledge:Programs and Strategies


Reading strategies

Specific purposes for reading

General purposes for reading

113

The most recent procedure for program review is available from fcrr.org. It allows you to consider all programs, K-6, at once.

Procedures for Reviewing Programs

114

Review this content analysis Review this content analysis procedure. What would you procedure. What would you

have to do to use this have to do to use this procedure to consider new procedure to consider new

programs and/or strategies?programs and/or strategies?

If I have strategies and/or programs, how might I

deliver them?

116

This public-access

document provides

reasonable suggestions for

elementary school

intervention design.

www.centeroninstruction.org/

http://www.centeroninstruction.org/

Scheduling Options

Strongest

Design

Struggling students receive differentiated instruction from the classroom teacher PLUS additional intervention outside the reading block.

Moderate

Design

Other adults push in to the classroom to provide intervention to struggling students while other students receive differentiated instruction.

Weakest Design

Classroom teacher provides instruction while other children engage in reading practice.

Who can provide these interventions?

119

Matching programs and strategieswith personnel

Highly scripted

Highly responsive

Smaller range of adults(e.g., certified specialists)

Wider range of adults(e.g., paraprofessionals)

120

Matching programs and strategieswith personnel

Highly scripted

Highly responsive

Smaller range of adults(e.g., certified specialists)

Wider range of adults(e.g., paraprofessionals)

121

Next Steps

1. Inventory your current resources.

2. Locate potential new resources. Center on Instruction Extensive Interventions? FCRR interventions? What Works Clearinghouse?

3. Use FCRR guide to analyze resources and understand their potential fit.

4. Consider your resources (time, personnel, and budget).

122

Web-Based Resources

K-3 fcrr.org

oregonreadingfirst.uoregon.edu/

http://www.readingfirst.virginia.edu/

http://curry.edschool.virginia.edu/reading/projects/garf/

K-12 www.usoe.k12.ut.us/SARS/servicesinfo/pdfs/3-tierread.pdf


http://www.studentprogress.org

http://www.readingfirst.virginia.edu/


123

Featured School – P.S. duPont, Brandywine School District

Lincoln Hohler, Principal Alise Furlong, Teacher Diana Golden, Teacher Barbara Kaufman, Teacher Linda Lobach, Teacher Agnes Paul, Teacher

124

School Presentation by….

P. S. duPont Elementary School

R.T.I.

UN funded

UN fair

UN certain

UN happy

un BELIEVABLE !

126

The Continuum of Implementation

Where Are You?

R.T.I.

Our school’s answers to:

When? Who? How?

The “Mindset”

“Village People”

Relationships

with colleagues

with students

with parents

The view and value of Data

The Data Dilemma The “More the Merrier” trap

“Diagnosticians”

Common Assessments

NWEA Map

DSTP

DIBELS

Walpole Inventory

SuccessMaker data

Marking Period Grade Analyses

S.T.A.R.

Student ID

Gender

Race

PY DST

P Reading

NWEA Spring 200

7

NWEA Fal

l 2007

NWEA Winter 200

8

NWEA Difference from

Fall

Distance from PL3

Winter

PY

DSTP

Math

NWEA Spring

2007

NWEA Fall 2007

NWEA Winter 200

8

NWEA

Differenc

e from Fall

Distance from PL3

Winter

English/LA

English Teacher

Math

Math Teacher

Total Days Absent

Total Days Late

956322 M 2 3206

203

210 7

2 ABOVE 3 211 210

217 7

2 ABOVE B

Page-Aaron,D B Hakim, S 2 2

924319 M 2 2213

211

224 13

16 ABOVE 3 219 218

219 1

4 ABOVE A Whitaker, K C Gilbert, N 0 0

443327 M 2 2205

196

207 11 1 2 218 204

209 5 6 C Davis,S. B Houser, S 0 4

009725 F 5 2212

210

218 8

10 ABOVE 3 207 204

217 13

2 ABOVE C Davis,S. B Houser, S 2 0

074095 M 2 3215

213

207 -6 1 3 215 227

216 -11

1 ABOVE A Arasim, S B Gilbert, N 1 0

448821 M 2 1183

188

199 11 9 1 184 203

225 22

10 ABOVE D Coco C Williams 1 3

070086 M 5 3212

222

222 0

14 ABOVE 1 208 213

215 2 0 B


058266 M 3 9 195

173 -22 35 3 210

210 0 5


From Pointing Fingers to Holding Hands From “One is the Loneliest Number” to “We’re All in

This Together”

What is togetherness? Support from:

State DistrictSchool TeacherStudent FamilyCommunity

Student/Parent/Teacher Conferences Goal setting with NWEA MAP data Students tracking their own data Progress/goal attainment feedback to parents

132

TIME and Collaboration

Mission Impossible

Finding blocks of 30 minutes w/o missing core content

Finding staff available during those blocks to provide 1:5 intervention

Finding time to identify/discuss individual “real time” student need

Finding time to plan and coordinate intervention with/between teachers

133

“You know, I noticed the same thing with Johnny. The literal

comprehension, pass the pickles, doesn’t seem, no –the sweet

pickles, to give him, no, I’ll pass on the onions, got choir practice

tonight – you know, “Love they neighbor!”, to be as much, how do you eat those hot peppers like that, do you have an asbestos stomach

…

Traditional Collaborative Planning Session

134

TIME and Collaboration

1. “Power Half Hour”

Mandatory SSR

Duty free scheduling maximizes available staff

Small group intervention

Model SSR while teachers collaboratively plan interventions

2. “Terrific Tuesdays”

90 minute whole team collaboration

2 – 45 minute intervention / enrichment periods

Based on “drilled down” need

Mission Accomplished

135

“Drilling Down”

Sign Language

Comprehension

Math Applications

Basic Math Skills

Math Stats

SuccessMaker

Analytical Thinking

Team Building

Math 24

Q.A.R.

Vocab in Context

Vocab Development

Corrective Reading A

Corrective Reading B

Corrective Reading C

Decoding

Fluency

Test Taking Skills

Book Club

Readers’ Theatre

Myth Busters

Chess

Guidance Groups

Bullying*

Get Energized

Leadership Core

Life Skills

136

Coordination of Support

The Target Team:

- IST Facilitator

- Title I

- Support Staff

- Enrichment Teacher

- Administration

137

Next Steps

Professional Development

Common Language:

Benchmarking Interventions

Progress Monitoring

Greater prescriptive programming with SuccessMaker by teachers (frontloading, remediation, extension)

RTI Module 4 INTERVENTIONS 1 Module 3 Review and Module 4 Link to Previous RTI Modules Karen Jones Education Associate Delaware Department of Education.

Documents

discussion slide

ic teams

redesign gravois

core program sufficient

redesign recognition

improvement plan

progress monitoring

goals gravois