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WelcomeParma City School District- Middle School Response to Intervention Kellie Burke and Rena McClellan - Follow us on Twitter: www.twitter.com/pcsdliteracy

In this hour...

•We can understand how Tier One is effective for all students.

•We will establish the difference between RTI and IAT.

•We can begin to implement RTI in our own home districts by understanding the framework.

•We can reflect and determine goals and actions to establish a collective commitment for RTI in our school districts.

What’s Your Take..Constructing your own knowledge about Response To Intervention, as well as your knowledge about Intervention Assistance Teams (RTI and IAT).

Use a Venn Diagram to organize your information.

Be ready to share the similarities and differences with the group.

The PAST is the PAST...

In the past…A team was assembled when a student experienced academic, behavior, or social difficulties.

Team members: Parent, classroom teacher, administrator, intervention specialist, school psychologist, and others.

The format: review information, work samples attempt to identify the problem review what has been tried brainstorm additional strategies follow up meeting scheduled to review progress

Research into the practice of IATs indicated:

student’s needs were minimally met in the general education setting, significant increased in student’s identification as disabled, resulting in placement in separate, small group settings.

Additionally, once a student was identified, his/her exposure to general education curricula was altered

or modified. This resulted in a widening of the achievement gap.

NCLB and IDEA 2004• Educators are being charged to focus on student

progress in the general education classroom and to be proactive in closing the achievement gap prior to it widening.

PCSD History of RTI:If we believe all kids can learn...

•What is it we expect them to learn?

•How will be know what they have learned?

•How will we respond when they don’t learn?

Bring on the Problem Solving

Process

“extinguish the language of IAT”

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• “School organizations can be effective, equitable, and adaptable...when...their members are thinking and acting more like problem solvers than performers.”

MOVE TOWARD:Collaborative Problem SolvingA process of problem solving based on:•equal relationships•mutual trust•open communication•shared responsibility•celebrations/fun•team normso equity of voiceo confidentialityo be presento honor timeo active listeningo respect for all perspectives

Definition• Collaborative problem solving process• Focuses on a specific problem that affects the

student’s educational progress• Individuals define and analyze the problem• Develop measurable goals• Design and implement interventions• Monitoring the effectiveness of the interventions• Ongoing performance data

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Let us take a closer look at...

Elementary RTI!

Where it all began...

PCSD Elementary RTI Model• 5 Years Ago...

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PCSD Elementary RTI Model• Today!!!

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DIBELS Data 2008-2009Students at Benchmark (EOY)

DIBELS Data 2012-2013Students at Benchmark (EOY)

K- 73% K- 92%

1- 65% 1- 71%

2- 63% 2- 69%

3- 57% 3- 79%

4- 57% 4- 71%

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PCSD 2013Value-AddedReading OAA

3-Yr-AvgNCE Gain

(2011, 2012, and

2013)

4th Grade1.0

5th Grade2.3

Basic Early Literacy Skills

Step #1:Phonemic Awareness -> hearing and using sounds in spoken words

Step #2: Phonics->

Alphabetic Principle -> printed letters correspond to sounds of spoken wordsAdvanced Phonics and Word Attack Skills -> all sounds for letters and letter combos, sounding out written words

Step #3:Accurate and Fluent Reading of Connected Text (ORF)

Step #4:Reading Comprehension (DAZE)

Assessment Analysis• ORF (DIBELS)- Oral Reading Fluency

• individually administered• student reads aloud for one minute• number of correct words per minute minus

errors=score

• DAZE (DIBELS)- Comprehension Measure • individually or group administered• cloze passage, context is important • score is number correct in 3 minutes

• Pearson Reading Street Unit Assessments• weekly and 5-7 unit assessments per year • common assessments given within a window• comprehension and writing samples

RTI Data DayTime set aside to discuss students who are at risk based data o universal screening resultso summative assessmentso formative assessmentso OAAo grades

Team engages in problem solving process to determine students’ shared skill deficits. Like students will be grouped (5-7 members) based on shared needs. Evidence based intervention strategies are chosen to target student deficits. A progress monitoring (PM) tool is selected and a schedule for PM is established.

RTI Lesson Plan• Each group is assigned an instructor.

• The instructor for each group is responsible for completing the RTI Lesson Plan (intervention form)

• Progress on each student is reviewed at subsequent RTI Data Days.

• Performance Plus

TIER IIITier III is a level of intense academic or behavior supports for students who are well below benchmark and continue to demonstrate limited progress. Students are considered for Tier III based upon the framework, data, and multiple cycles of intervention. Parent involvement is required at this tier.

Interventions are delivered individually or in groups of 2 student. During Tier III intervention, a student continues in core instruction as well as Tier II intervention.

Progress monitoring occurs even more frequently to address the urgency of closing the students achievement gap.

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Middle School: Tier I Core Instruction-RtI

• Our cone is under construction...

Tier I Core Instruction

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The first steps

-Established a district-wide steering committee

-Organized Building Leadership Teams

-Provided the expectations and roles for each building leadership team

-Created a decision-based protocol system for analyzing and interpreting the data

-Designed a feedback cycle of support for teachers in need of classroom support

Our Middle School Response to Intervention Model...

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Expectations and Roles of Building Leadership Teams

• Commit to improving outcomes for all students by implementing universal screening and progress monitoring

• Facilitate Grade 5, 6 and 7 team meetings that focus on analyzing student AIMSweb data as part of the problem solving process

• Attend regularly scheduled meetings with the Middle School RTI Steering committee to generate reports and set agenda

• Communicate results of data meetings to all stakeholders

• Request instructional strategy support and guidance from district content coaches as needed

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District RtI Protocol Steps• Step 1: Getting Started (approximately 5 minutes)-

The Facilitator provides copies of selected data, or directs participants to review the data reports online.

• Step 2: Describing the Data (approximately 8 minutes)- The facilitator asks the group to describe what they see, without making evaluations or interpretations of the data.

• Step 3: Asking Clarifying and Probing Questions (approximately 5 minutes)- The facilitator asks the group to identify questions they have about the data. The recorder takes notes on the questions, but makes no comments yet.

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District RtI Protocol Steps • Step 4: Speculating About the Data (approximately

10 minutes) -The facilitator responds to the group’s questions and adds any information that is important to understanding the data.

• Step 5: Reflecting on the Data (approximately 10 minutes) -The facilitator invites all participants to share thoughts about ways to maximize student achievement and develop an action plan.

• Step 6: Closing (approximately 4 Minutes)- The facilitator reviews the action plan.

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District Strategy Support Literacy/Math Menu

• We included strategies based upon the five big ideas of literacy and the eight mathematical practices (All menus are included on our middle school wiki page- msrti.wikispaces.com)

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Reporting Out the Data...• Performance Plus Tracking System- For every

testing benchmark, teachers are to record any child below benchmark in our Performance Plus warehouse.

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Questions? Comments?