1 georgia’s pyramid of intervention: promising practices in rti summer gael july 2009 scarlet...
TRANSCRIPT
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Georgia’s Pyramid of Intervention:
Promising Practices in RTI
Summer GAELJuly 2009
Scarlet Correll, Debbie Rondem,Dr. Paula Freer for John Wight
Handouts
PowerPt will be available on the SSTAGE website in 2 weeks
www.sstage.org
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Georgia’s Student Achievement Pyramid of Interventions and RTI is…
…a multi-tiered system of instruction/intervention matched to student need and guided by student outcome data
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SSTAGE STATS
First Year (2007-08)3 Conferences = 1000+ participants (SOLD
OUT!) 9 Symposia = 580+ participants5 Regional meetings
Second Year (2008-09)• Sept. 9th & 10th Conference (Interventions) Dublin• Jan. 14th & 15th Conference (Best Practices) Athens
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Characteristics of Effective Practice for RTI, SST and the Pyramid of Intervention framework
Describe what evidence or outcome data you have to support that this practice is in place.
Level of Implementation 1 – Just beginning2 - Making good progress3 - Well established
1 2 3
1. Effective problem solving process at each tier with identified team members, roles and responsibilities.
2. A coordinated system of assessment and progress monitoring (to include screening of all students, decision making rules, data collection and analysis).
3. A coordinated system of instructional/behavioral supports and programs with resources allocated (to include scheduling, research-based materials and practices, and staffing).
4. Job-embedded professional development and ongoing teacher support that addresses relevant areas essential to effective implementation.
5. A systematic plan with specified practices for parent/family communication and involvement.
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1. Effective, systematic problem solving process at each tier
• An interdisciplinary RTI Team at the system level– Define the model (flexibility)– Provide support for research based
programs/interventions– Provide professional learning
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1. Effective, systematic problem solving process at each tier
• School Level RTI Team– Include school administrators and teachers– Analyze data– Scheduled, periodic review of data (PoINT,
Instructional Support Team, Data Team, Kid Talk)
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1. Effective, systematic problem solving process at each tier
• Administrative Buy-in
• Interventions are matched to areas of need
• Provide transition from one level to the next
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2 minute discussion – Share with a partner what your school or school system could be doing better or share what your school/system is doing to
address.
1. Effective, systematic problem solving process at each tier
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2. A coordinated system of instructional/behavioral supports and programs with resources allocated
• Dedicated RTI (“in addition to”)– Consistent scheduled time – During the school day– Before school– After school
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Scheduling Considerations
• When will the most adults be available?
• Can students be easily regrouped?
• Can students be grouped across grades?
• What meaningful activities can be provided for students who do not need interventions?
• Who will track data to determine when students need to be regrouped?
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St Marys ES (Camden Co.)
2nd Grade
TIME Event
7:40-8:50 Math
8:50-9:20 Soc Studies
9:20-10:10 SEA
10:10-11:00 PE, Art, etc.
11:00-11:49 Lunch
11:49-12:19 Science
12:19-1:20 ELA
1:20-2:10 Reading
5th Grade
TIME Event
7:40-8:30 HR/SEA
8:30-9:20 PE,Art, etc.
9:20-10:20 Block 1
10:20-11:20 Block 2
11:20-11:59 Block 3
11:59-12:38 Lunch
12:38-1:10 Block 3 (cont.)
1:10-2:10 Block 4SEA = Students Enhancing Academics
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Pike County MS (6th grade) 8:15-9:05 1st Academic Class
9:06-9:56 2nd Academic Class
9:58-10:48 3rd Academic Class
10:49-11:39 4th Academic Class
11:40 –1:00 5th Academic Class and LUNCH
1:00 – 1:30 6th ILP Individualized Learning Period
1:33 – 2:21 7th Connection Class or 2nd Math/Reading
2:23 – 3:15 8th Connection Class or 2nd Math/Reading
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8:34-9:29 FIRST
9:34-10:28 SECOND
10:33-11:27 THIRD
11:32-11:59 1st Lunch Instructional Focus
FOURTH FOURTH
12:03-12:30 Instructional Focus
2nd Lunch FOURTH Continued
FOURTH Continued
12:34- 1:01 FOURTH FOURTH 3rd Lunch Instructional Focus
1:05 – 1:32 FOURTH Continued
FOURTH Continued
Instructional Focus
4th Lunch
1:37-2:32 FIFTH
2:36-3:30 SIXTH
Union Grove HS (Henry County)
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2. A coordinated system of instructional/behavioral supports and programs with resources allocated
• School staff assist with interventions– EIP/REP teacher– Special Education teacher– Counselor– Media Specialist– Speech-Language Pathologist– School Psychologist– Specials, Connections, etc.
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2. A coordinated system of instructional/behavioral supports and programs with resources allocated
• Tier 2 – Standard Protocol – Fidelity
• Research based interventions• Behavior Support Plan
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2 minute discussion – Share with a partner what your school or school system could be doing better or share what your school/system is doing to
address.
2. A coordinated system of instructional/behavioral supports and programs with resources allocated
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3. A coordinated system of assessment and progress
monitoring
• Tier 1– Universal screening– Common assessments– Benchmark assessments
• Tier 2-4– Diagnostic assessments– Progress monitoring
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Why Universal Screening?
• Quickly identifies students that may need extra assistance
• Time efficient
• Serves as gauge of proficiency
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Academic Probes
• ReadingEarly Literacy, Oral Reading Fluency, Vocabulary, and Maze
• MathEarly Numeracy and Math Curriculum-based Measurement (CBM)
• WritingTotal Words Written, Words Spelled Correct, and Correct Word Sequences,
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Behavioral Universal Screening
• Tardiness/Absenteeism
• Suspension – ISS and OSS
• Failing Classes
• Office Referrals
• Teacher Observations
• Rating scales
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Behavior …is measured through observation and/or
student self-monitoring
Two examples of behavior data:
Frequency count - How many
times did the behavior occur?
Duration - How long did the
behavior last?
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Assessment at Tiers 2, 3 and 4
Progress Monitoring is a scientifically-based practice that is used to assess students’ academic and behavioral performance to evaluate the effectiveness of instruction.
Progress Monitoring assesses the SAME basic skills and/or behaviors over time to measure progress
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Students to Serve
• At-risk students are determined by multiple indicators:– At-risk on universal screening or benchmark
measure (AIMSweb, iSTEEP, DIBELS, etc.)– Failing Reading or Math portion of CRCT– Classroom performance
– Show ME the DATA - NOT because the teacher feels the student should be served!
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Tier 1:
Screen + 5 Weeks-Latest recommendations from Fuchs & Fuchs (2006) are to use school-wide screening in combination with at least 5 weeks of weekly progress monitoring data
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2 minute discussion – Share with a partner what your school or school system could be doing better or share what your school/system is doing to
address.3. A coordinated system of assessment and progress
monitoring
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4. Job-embedded professional learning and ongoing teacher
support that addresses relevant areas essential to effective
implementation
• Professional learning communities
• Coaching support – conduct model lessons that support interventions
• Tier 2 weekly meetings
• Carousel of interventions
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4. Job-embedded professional learning and ongoing teacher
support that addresses relevant areas essential to effective
implementation • Competencies
– Tier 1 – Effective instructional practices– Understanding data– Universal screening– Progress monitoring– Research based interventions
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Professional Leaning for RTI
• Training at district level
• School-based training
• Grade level training
• Department meetings throughout district
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2 minute discussion – Share with a partner what your school or school system could be doing better or share what your school/system is doing to
address.4. Job-embedded professional learning and ongoing teacher
support that addresses relevant areas essential to effective
implementation
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TIER 1 STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING
Tier 1 applies to all students and their parents: • Parent conferences• Family/parent nights – supper, donuts for dad; parent
workshops• School website with parent support, resources and videos• Brochures, newsletters, and student/parent handbook• School councils, PTA/PTO • New student orientation• Community partnerships (churches, daycare,
apartments..)
Tier 1 includes all parents
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Tier 2 and Tier 3
Tier 2Sm group support struggling stu’s • Parents have knowledge/access
to their child’s progress • Provides enhanced
opportunities for extended learning
• Parent workshops- technology,study skills, homework, to help their children achieve
• Includes more frequent progress monitoring/notes home bi-monthly to wkly
• Parent-teacher communication ongoing,
• Community partnerships/tutors, after-school support
Tier 3Individualized supports/interv: • Student progress monitoring
home notes-Wkly • Workshops on specific
home interventions• Parents involved child’s
learning, goals/progress • After school support and
after-school scholarships• Parent involvement in SST
meetings• Frequent home-school
communication• Positive outreach
programs/support for parent
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2 minute discussion – Share with a partner what your school or school system could be doing better or share what your school/system is doing to
address.
5. A systematic plan with specified practices for parent/family
communications and involvement
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Where do you begin?
• Develop a district-wide, interdisciplinary RTI task force
• Meet regularly
• Define and establish common vocabulary, goals, and vision for RTI within district
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Where do you begin?
• Establish RTI framework for district• Develop 3-5 Year Plan for RTI
Implementation• Determine what interventions are available
and/or needed within district and schools• Expectations for Progress Monitoring
– RTI implementation at school level– Available interventions by district/school– How will data be collected, disseminated, etc.
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Words of Wisdom
• Do It!– A little less talk and a little more action.
• Do It Right!– Make sure students think, respond, and get
feedback.– Get students on the right kind of intervention.
• Measure It!– Make sure it works.
(Joe Witt, 2007)
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and other subject areas of GaDOE.
Learning Village expansion to include ALL frameworks for Mathematics
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and and Assessment Assessment
Tools. Tools.
Available Web-Based Available Web-Based Resources…Resources…
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Choosing Interventions
Review Protocols provided by SERVE to support schools and districts in choosing interventions based on student achievement data.
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Choosing Interventions Webinar Series
• Collaborative effort: GaDOE, SSTAGE, REL-SE, and SERVE at UNC-Greensboro
• National presenters from the Institutes of Educational Sciences
• Review of latest research on interventions (IES Practice Guides)
• Audience: school and district teams responsible for choosing interventions based on student need
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Contact Information
John Wight
Professional Learning Program Manager
Standards, Instruction, and Assessment
Georgia Department of Education
404-657-9064
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SSTAGE Conference
Setting the SSTAGE for Great Performances: ACT III Spotlight on
Instructional and Behavioral Solutions
September 15-16, 2009The DuBose Porter Conference
CenterDublin, Georgia
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Featuring Effective Interventions and Strategies by Two National Presenters
and Authors
Jim Wright (Intervention Central) on Motivating Reluctant Learners and Math Strategies
Gail Adams on Effective Vocabulary Instruction and Strategic Reading (comprehensive strategies)
Plus more…
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Powerful Presentations on Proven Practices:
• Presentations by the four winning teams of the SSTAGE Star Award for Promising Practices (two elementary, one middle school and one school system)
• Behavior Intervention Toolkit (Elementary and Secondary levels)
• Positive Behavioral Supports• Georgia’s RTI/POI Framework and Professional
Learning Supports • Using Research to Strengthen RTI Decision Making and
Implementation• DATA: Effective Assessment and Analysis• Fidelity: Intervention and Implementation• SLANT Class Participation Strategy (Kansas Strategy)• Engaging Parents• Vendor Exhibits and Presentations
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SSTAGE Conference
Coming in January...Coming in January...
Best Practices Conference in Athens, Georgia
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RTI Assessment ResourcesInvestigate and compare commercial products: • www.studentprogress.org Websites with free materials and links:• www.interventioncentral.org • https://dibels.uoregon.edu• http://ggg.umn.edu/siteindex.html• http://iris.peabody.vanderbilt.edu/
browsebytopic04.html Graph data using:• Excel• Chartdog on www.interventioncentral.org• www.easycbm.com
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Presenters
Scarlet Correll ([email protected])
Director of Professional Learning, Research and Intervention, Coordinator for RTI and 504
Valdosta City Schools
Debbie Rondem ([email protected])
Director of Student Support Services
Forsyth County Schools
Dr. Paula Freer for John Wight ([email protected])
Program Specialist
Metro West GLRS
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References• Harn, B., NASP Presentation 2007• NASDE Presentation/Online 2008• Powers, K., Hagans, K., & Olaya,C.,
NASP Presentation 2007• Shinn, M., March, R., & Phillips, M., NASP
Presentation 2008• SSTAGE Conference Presentations, Sept.
2007, January 2008, and March 2008• Torgesen et al. 2001 cited in Skinner et al.
2005
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Reference
• Freer, P. (2008) Building Successful Pyramids through Effective Parent Involvement, Metro RESA/ Metro West GLRS Parent Involvement Conference Ctr. Evergreen Conference Center, Stone Min Georgia. January 2008.
• Lukens, J. & Donelson, B. (2008). Gap Guzzling via RTI: The Ultimate SUV (Stop Underachievement Vehicle), NASP Conference Feb. 2008, New Orleans, Louisiana
•