systems of support result in higher student achievement- rti diane katakowski, speech & language...
TRANSCRIPT
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Systems of Support Result in Higher
Student Achievement- RTI
Diane Katakowski, Speech & Language ConsultantSusan Koceski, School Psychology Consultant
PLCi Network 11/30/2011
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Activity:What do you know about RTI?
What we wonder…• What people are using as
universal screener?• What it looks like at each level?• What resources are available to
create your systems?• How to merge competing
initiatives?• How do we prioritize?• Schedule, schedule, schedule!!!!• What is the difference between
an intervention and accommodations?
• Empower educators to take on RtI and interventions while working within a traditional timeframe.
What we know…• Data driven• Universal screening• Tier model• Targeted teaching- data helps
identify student needs• Team approach
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Current State:• Unaligned, nonsensical delivery systems (title-one, general
education, special education)• Low achievement, especially in lower poverty areas • Over-representation of minorities in special education • Poor growth when students with special education are compared
with their non-disabled peers (AYP) • Disproportionate numbers of high incident disabilities (LD, SLI)
and inconsistencies from states to states, county to county, district to district
• Philosophy that is overly dependent on student processing problems
CurrentState
DesiredState
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Three major ways that schools move towards an RTI
Framework1. Data trends indicate a compelling need-
o Data indicates unacceptable percentages of students failing reading or math
2. Administrative mandate to change service delivery system
3. Legal mandates – o Desire to Use RTI option for Special
Education Eligibility for students with learning disabilities (IDEA 2004)
o Out of compliance with special education and cited for corrective action
o Corrective action from AYP status
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Principles of Response to Instruction
1. Shared responsibility for student achievement in which general and special educators collaborate and support one another across all tiers.
2. RTI is a framework, not a program. The ingredients can be combined in many ways so that implementation may look different in different buildings, even within the same district.
3. Early Intervention as soon as the student’s performance indicates that they are “off track”.
4. Problem-Solving focused on curriculum, instruction, environment, and learner variables that can be controlled (in contrast to student deficits).
5. Using school-wide and grade-level data to evaluate instructional effectiveness.
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Scientifically research-based
instruction that is matched to student
need to promote attainment of grade-
level benchmarksProblem Solving
occurs at all Tiers of Instruction and
involves collaborative , data-
based decision making
Universal Screening at regular intervals
for all students using curriculum-
based measurement
TIER 3(5% of Students)
Intensive Intervention
Service
s fo
r
stud
ents
with
IEPs
TIER 2(15% of Students)
Strategic Intervention
TIER 1(80% of
Students) Core Instruction
Oakland Schools www.oakland.k12.mi.us
RTI Model: TIER I - 80% TIER II - 15% TIER III - 5%
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Activity: What does RtI really look like in
schools?• Given what we know so far, examine the images
on the next slides.• What connection can you make between the
image and the RtI framework?• Turn and talk to your partner for about 30
seconds and respond.
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The 3-tier chocolate cake
• Equal numbers of students at all tiers of support.
• Lack of focus at increasing effectiveness of core instruction.
• Difficulty examining core because it is working, just for not a high percentage of students.
• Difficulty getting targeted, intensive instruction to the at-risk and some risk students because the number of students are so great.
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The RtI hourglass• The “haves” and the have- nots” in
a district. • Large number of students meeting
core instruction and an equally large number of students requiring intensive support.
• Lack of shared responsibility for students –usually a division between general education, special education and title one service providers.
• Difficult to establish consensus about the needs of students.
• Difficult to get targeted, intensive instruction to the at-risk students because the number of students are so great.
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The RtI traffic sign• Large numbers of
students requiring intensive interventions.
• Emphasis on Tier three and special education eligibility.
• Teams less focused on examining the core instruction.
Tier One
Tier Two
Tier Three
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The RtI Fishing Expedition
• Focused on casting and catching students that are not making progress, but not making instructional adjustments.
• Screen, test, and admire the problem.
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Moving toward a Funnel• All students receive core
instruction high quality core instruction and emphasis is on the core.
• Predictable interventions, well articulated processes and supports with increasing level of intensity and progress monitoring for students at tier two and tier three.
Tier One
Tier Two
Tier Three
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Essential Infrastructure of RTI: • Multi-Tiered Continuum of Support (Models have 3-5 tiers)
• Universal Screening/Progress Monitoring for Slow Responders
• Problem-Solving Process: Implemented at grade level, small
groups, individual students
• Scientifically-Based Core Curriculum: Evaluation of the effectiveness of core curricula
• Research-based Interventions: Instructional strategies and supplemental interventions based on empirical research studies on effectiveness
• Professional Development: Ongoing and embedded to the school improvement plan and goals
Why RTI is not spelled D-I-B-E-L-S … Screening/progress monitoring is only one of many essential ingredients
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Principles of PLCs
• Continuous professional learning focused on improving student achievement is essential for school-wide success.
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DuFour Quote: “…exploration of three crucial questions … drive the work of … professional learning communities:o What do we want each student to learn?o How will we know when each student has learned it?o How will we respond when a student experiences difficulty
in learning?o (How will we respond when a student has clearly achieved
the intended outcomes?”)
PLC Big Idea #1:Ensuring that All Students
Learn
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PLC Big Idea #2:A Culture of Collaboration
DuFour Quote: “The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement…
Collaborative conversations call on team members to make public what has traditionally been private-- goals, strategies, materials, pacing, questions, concerns, and results.”
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PLC Big Idea #3:A Focus on Results
DuFour Quote: “The teachers share their results from all of these assessments with their colleagues, and they quickly learn when a teammate has been particularly effective in teaching a certain skill. Team members consciously look for successful practice and attempt to replicate it in their own practice; they also identify areas of the curriculum that need more attention…
Educators must begin to embrace data as a useful indicator of progress. They must stop disregarding or excusing unfavorable data and honestly confront the sometimes-brutal facts. They must stop using averages to analyze student performance and begin to focus on the success of each student.”
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Activity: Match or No Match?
• Complete the handout activity on your table as a pair or table team
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Current State – What is the problem?
Must be Data driven & answer:What do kids need to learn?
How will we know? How do we respond when students have
difficulty in learning? How will we respond if a student
already knows?
Desired State- What is our
vision?Ensure that all kids can learn
Culture of collaborationFocus on results
Response
to In
terventio
n (RTI)
is a fra
mework with
specif
ic
elements that c
an assist
schools
in achievin
g their v
ision
Making the connection between
Professional Learning Communities
(PLC) and the fundamental
principles of Response to
Intervention (RTI)
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Why is the PLC- RTI connection important?DuFour Quote: “The professional learning community model has now reached a critical juncture …. in this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass.”
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The importance of being clear about what is
important
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OS Model for RTI Early Literacy
http://www.oakland.k12.mi.us/Departments/EarlyChildhood/RTIand3Tier/tabid/2483/Default.aspx
RtI Implementation-Exploration
• Exploring and adopting is a very important stage in the implementation process.
• Exploring includes attended workshops, overviews, book studies, etc. Raising the awareness of administration and staff in order to make decisions about moving forward.
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RtI Implementation-Consensus
Establishing consensus among stakeholders of a need to improve reading achievement for all students by adopting/implementing RTI
Until stakeholders are clear about what is being implemented and why it is being implemented, many may be reluctant to support implementation efforts.
Some sites fail to plan or move too quickly through the consensus process.
They fail to take stock of competing initiatives for staff time, resources and attention.
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RtI Implementation-Consensus
Examples of activities at the consensus phase:
Establish a compelling need for school-wide RtI framework in reading. This includes site and district needs.
Establish building leadership team and rationale for adoption of RTI framework.
Create alignment between the building culture and the culture required to successfully implement RTI.
Establish district leadership commitment.
Make an action plan which involves a clear vision, mission and measureable goals of RtI implementation.
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RtI Implementation-Infrastructure
Develop clear plans, processes, and procedures that lead to successful implementation and to construct the infrastructure and structural supports necessary to support RTI implementation.
Teams general jump into screening, progress monitoring and intervention without developing the plans, processes and procedures.
Poor planning can lead to frustrated administrators and teachers, wasted resources, and ineffective implementation.
By establishing infrastructure prior to implementation, sites are more likely to experience increased practitioner support, more timely student benefit, and more efficient use of resources.
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RtI Implementation-Infrastructure
Examples of activities at the Infrastructure phase:
Reengineer resources (e.g., staff, time, funds) to provide sufficient support for the long term implementation of this framework.
Train and implement reliable and valid screening and progress monitoring tools.
Institute a problem solving process at grade level meetings for grade level, small groups, individual student data.
Evaluate effectiveness of core curriculum and make adjustments based on ongoing data.
Review current interventions and incorporate Instructional strategies and supplemental interventions based on empirical research studies on effectiveness.
Make a professional development plan for the building and for individuals to fill essential knowledge.
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RtI Implementation-Sustainability
Implementing a plan for scaling-up RtI and adjusting programs and resources to institutionalize practices.
RtI is not something that is “done” but is something that is a part of the fabric of the school.
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RtI ImplementationExamples of activities at the Implementation phase:
o Add additional grade levels, classrooms, and or content areas over time
o Delivering evidence based assessments, core curriculum and interventions.
o Evaluating the fidelity of RtI implementation.
o Refining procedures and guidelines based on “lesson learned.”
o Plan for new staff orientation and training
o Report progress to stakeholders
o Attend to school culture and sustained consensus. Action planning- review, modify, and recommit annually based on data and SIP 30
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Activity:
Check for UnderstandingInside your table envelope you will find color-coded descriptions of RTI
implementation. The colors correspond to various components of RTI
infrastructure (grade-level data meetings, core instruction, intervention
continuum, professional development). As a table group:
1. Read the various descriptions
2. Group them by color/ component
3. Order them according to the following continuum:
Gold standard implementation/ Component fully in place
Adequate implementation/ Component in process
Poor implementation/ Component not in place at all
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Resourceshttp://www.oakland.k12.mi.us/Departments/EarlyChildhood/RTIand3Tier/tabid/2483/Default.aspx
• OS RTI website and links• MDE Guidance Document 2011• National Center on RTI- RTI Placemat• OS Leadership Readiness Survey• OS Non-Negotiables of Sustained RTI Implementation