response to intervention a good fit for sas jan cantrill (pudong) sarah pearlz (puxi)
TRANSCRIPT
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S
Response to Intervention
A Good Fit for SAS
Jan Cantrill (Pudong)
Sarah Pearlz (Puxi)
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Why we are here
SAS administrators have supported parts of the RTI model, but may not have the big picture
The RTI model is consistent with SAS’ current vision of assuring “academic and personal success” for a “broad range of students”
The RTI model provides a way to integrate assessment with instruction, so addresses one of the WASC goals
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What is RTI?
Response to Intervention (RTI) is a model that
Supports the learning of all students Provides early identification of student needs Adjusts instruction based on student progress Adjusts the intensity of intervention based on
student response Focuses on outcomes
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Why RTI?
Proposed when IDEA was re-authorized in US in 2004 because The number of students in special education
programs had increased dramatically since 1975 Special education services could not be intensive
because too many students Minority students were over-represented in special
education Poor readers stayed poor readers: No gains
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Big Ideas in RTI
Research-based classroom instruction
Universal screening
Multiple tiers of increasingly intensive interventions
Progress monitoring
Fidelity of intervention
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Three-tiered model of intervention
Tier 1
2
3
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Examples: Tier One
Research-based curriculum for all students
Readers Workshop Writers Workshop Everyday Math Words Their Way Accelerated Reader
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Examples: Tier Two
Targeted, time-limited intervention for some at-risk students
In-class short-vowel or math facts group Flex group for reading fluency and
comprehension Counseling group Behavioral contracts Agenda checks Peer tutoring Pull-out, push-in ESOL support Homework Opportunity Time (HOT) Writing Center
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Example: Tier Three
Intensive, indefinite intervention for a few students
Psycho-educational assessment to identify needs Frequent and intensive intervention with research-
based methods and time with a specialist Individual goals developed Progress monitored
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Moving from one tier to the next…
At SAS, Student Support Teams (SST) track students’ progress
We encourage the use of data to measure improvement Number of words read correctly per minute Percent of written work completed independently in
class Number of visits to the nurse in a week Quarter grades
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Universal Screening
Short measures given to everyone
Purpose is to identify students at risk of not meeting curricular benchmarks
Examples: STAR Reading, DIBELS
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Example of universal screening: STAR
Screen Shot
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STAR ResultsCurrent 9th and 10th
Graders
Grade Level % students below 25th percentile
% students between 25th
and 49th percentile
% students above 75th percentile
Grade 9 (n=122)
11 21 40
Grade 10 (n=157)
15 14 48
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Why does RTI work for SAS?
Provides students with weak skills help immediately (no wait-to-fail)
Gives a common framework to coordinate with ESOL
Is consistent with WASC recommendations
Is a model for serving a broad range of students
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RTI: Some pieces are in place
Universal screening on the Pudong campus in many grades
Problem-solving teams (SSTs) exist at each division on each campus
ELL and AS programs are well-established
Careful attention is given to the curriculum and instruction
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RTI: Some pieces are missing, for example…
Screening is not consistent across campuses
Tier Two interventions are not well developed throughout school
Progress monitoring of students who are in Tier Two interventions is inconsistent
Culture of examining data is in developing stage
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What we would like from you
We would like to expand universal screening to both campuses
We would like to have more Tier Two options, e.g., reading, study skills, transition classes at secondary level
We would like you to look at RTI as a framework for using assessment data to inform and differentiate our instruction so we prepare students for academic and personal success
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Support for who?
We want to move from thinking of
Academic Support as a program that serves
a few kids
at the top of the triangle…
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Support for who?
We want to move from thinking of
Academic Support as a program that serves
a few kids
at the top of the triangle…
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Support for all learners
…to thinking of a system
that helps teachers serve
all our kids better.