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SUCCESSFUL IMPLEMENTATION OF RTI² IN MURFREESBORO CITY SCHOOLS

SUCCESSFUL IMPLEMENTATION OF RTI² IN MURFREESBORO CITY SCHOOLS. FOX Conference March 1, 2014. Goals for today: I CAN. I. Understand the purpose of RTI and how it fits into school culture and climate II. Explain each tier of instruction III. Understand the details of implementation.

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SUCCESSFUL IMPLEMENTATION OF RTI² IN MURFREESBORO CITY SCHOOLS

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  1. SUCCESSFUL IMPLEMENTATION OF RTI² IN MURFREESBORO CITY SCHOOLS FOX Conference March 1, 2014

  2. Goals for today: I CAN I. Understand the purpose of RTI and how it fits into school culture and climate II. Explain each tier of instruction III. Understand the details of implementation

  3. CHANGEFROM teaching TO learningFROM isolation TO collaborationFROM intentions TO results

  4. OUR TEAM • Dr. Linda Gilbert: Director of Schools • Dr. Caresa Brooks: Coordinator, Reading and Instructional Interventions • Dr. Tammy Garrett: Principal, Hobgood Elementary • Doris Coffey: Academic Interventionist, Hobgood Elementary • Rebecca Sublett: Academic Interventionist, HobgoodElementary • Sarah Wylie: Academic Interventionist, HobgoodElementary

  5. FOUR VALUES • Truth • Trust • Open Communication • Focus First on Children

  6. FOCUS FIRST ON CHILDREN DIRECTOR STUDENTS TEACHERS PRINCIPALS C. O. STAFF DIRECTOR BOARD

  7. The Whole ChildMaslow

  8. Team Matters https://www.youtube.com/watch?v=s46M7AGG39I https://www.youtube.com/watch?v=1qzzYrCTKuk

  9. PROFESSIONAL LEARNING COMMUNITIES 1.What do we expect students to learn? (Tier 1—standards/expectations) • How will we know they have learned it? (Universal Screeners and formative assessment) • How will we respond when students experience difficulty learning? (Intervention-Tier 2 and 3) • How will we respond when students already know it? (Intervention Tier 2)

  10. IMPACT OF INTERVENTION

  11. ALL

  12. ECONOMICALLY DISADVANTAGED

  13. STUDENTS WITH DISABILITIES

  14. ENGLISH LANGUAGE LEARNERS

  15. RTI2 Basics

  16. Purpose of RTI • Number 1 purpose is to provide early prevention and early intervention for academic difficulties • RTI will be the ONLY avenue to special education for students with Learning Disabilities (LD) beginning next school year • RTI replaces the Discrepancy Formula for identification of LD

  17. Tier 1 Instruction General Education Curriculum ALL STUDENTS

  18. New Guidelines for Tier 1 Time

  19. Thoughts about Tier 1 • Schedules • Must build intervention blocks into a master schedule • This should work for 80-85% of our students • If it’s not, we must look at what we are doing as our core curriculum • K-3 Extra reading time • 2-6 Extra math time

  20. Tier 2 instruction SOME students (10-15%) Students scoring in the lowest 25% on Universal Screeners

  21. Who is identified as Tier 2? • Students scoring in the lowest 25% on Universal Screener • Intervention Block • We have TWO Tier 2 interventions in the schedule: one for reading and one for math

  22. Reading Tier 2 • Students are divided during Tier 2 reading intervention time • High • Medium • Low (TIER 2): Classroom Teachers/Small group/documentation • Sped • ELL • LOWEST 10% (Interventionists)

  23. Times in Tier 2

  24. What about MATH??? • Tier 2 built into the schedule! • Teachers will level their students at this time • Classroom Teachers provide the math intervention

  25. Tier 3 Intervention FEW students (3-5%) <10th percentile OR 1.5 to 2 years below grade level Special Education ESL

  26. Tier 3 • ONE intervention block built into the schedule • Can be reading, math, writing or all the above • INTENSIVE intervention for our lowest performing students

  27. Time in Tier 3

  28. Total time: Tier 3

  29. SPECIAL EDUCATION… • Must provide intervention AND progress monitoring in the area of deficit • Basic Reading • Reading Comprehension • Reading Fluency • Math Calculations • Math Problem Solving • Written Expression

  30. SPECIAL EDUCATION…. • This is still rolling out (how students will move through the tiers to special education) • Nonresponse to interventions will be the criteria for eligibility for Specific Learning Disability ONLY • Begins July 1, 2014

  31. Tier 1 Instruction General Education Curriculum ALL STUDENTS

  32. Tier 2 instruction SOME students (10-15%) Students scoring in the lowest 25% on Universal Screeners

  33. Tier 3 Intervention FEW students (3-5%) <10th percentile OR 1.5 to 2 years below grade level Special Education ESL

  34. BIG 4 FOR THIS YEAR (RTI2) • Master Schedules • Universal Screeners • Interventions • Data Teams

  35. I. MASTER SCHEDULE • What does it REALLY look like?

  36. HOW DO I CREATE “IT”? • Build “IT”around • Tier II Reading • Tier II Math • Tier III Intervention • (and of course lunch)

  37. II. Universal screener • Identifying Skill deficits • Standards versus skills

  38. The Reading Rope SKILLED READING: fluent execution and coordination of word recognition and text comprehension. Language Comprehension ● Background Knowledge ● Vocabulary Knowledge ● Language Structures ● Verbal Reasoning ● Literacy Knowledge Increasingly strategic Word Recognition ● Phonological Awareness ● Decoding (and Spelling) ● Sight Recognition Increasingly automatic Reading is a multifaceted skill, gradually acquired over years of instruction and practice

  39. Areas of DeficitReading • Basic Reading • Phonological Awareness • Decoding skills (and spelling) • Sight word recognition • Reading Fluency • Retrieval speed • Reading quickly, correctly, and with expression • Reading Comprehension • Background Knowledge • Vocabulary Knowledge • Language Structures • Verbal Reasoning • Literacy Knowledge

  40. Identifying Skill Deficits • Benchmark Testing • Red Flag that something is wrong • Much like a thermometer; a fever indicates something is wrong….but what???? Have to go deeper • Skills Assessment • Identify deficit then assess that skill for instruction

  41. Example • 3rd grade student flags in reading CBM (fluency measure) at the 8th percentile • Questions to ask: • Is the fluency deficit due to a Basic Reading Deficit? • If you don’t ask this question, you could provide intervention for a fluency deficit and never address the underlying deficit • How far below the standard is the student? • What skills must be remediated to help the student reach the standard? • INTERVENTION

  42. EXAMPLE (CONT’D) • 3rd grade student • RTI team feels the student has deficit Basic Reading Skills • Administer a test of phonological processing and basic decoding and sight word recognition • This student is found to have deficits in phonemic segmentation, confusing short and long vowel patterns (reading and spelling), and poor retrieval speed

  43. EXAMPLE (CONT’D) Standard for third grade • Know and apply grade-level phonics and word analysis skills in decoding words. • Prefixes and suffixes • Multisyllable words • Read irregularly spelled words SKILL DEFICIT (to reach this standard) • Phonemic Segmentation • Read and spell short vowel sounds • Read common sight words in first and second grade

  44. UNIVERSAL SCREENERS • Who? (Academic Interventionists) • What? (AIMSweb) • When? (3 Times per year) + progress monitor lowest 25%

  45. UNIVERSAL SCREENER Benchmarking Progress Monitoring

  46. BENCHMARKING TESTS READING • Kindergarten --Letter Name and Letter Sound • First Grade • Fall: Nonsense Words and Phoneme Segmentation • Winter: CBM • Spring: CBM • 2nd-6th • CBM and Maze

  47. BENCHMARKING TESTS MATH • Kindergarten (administered by AI) • Counting • Number ID • Quantity Discrimination • First Grade (administered by AI) • Number ID • Missing number • Quantity Discrimination • Second-Sixth (administered by AI; teachers score) • MCAP

  48. BENCHMARKING TIME • Kindergarten: 5 minutes per child • 1st grade: 5-7 minutes per child • 2nd-6th: 4 minutes individually; 11 minutes per class • Time to enter EVERY score

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