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Enhancing RTI support for diverse learners

Enhancing RTI support for diverse learners. Professional Development Workshop EDAT 7132 July 15, 2014 . By Dierra Dunn Tiffany Guiragossian Bryan Watson . Purpose of this workshop.

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Enhancing RTI support for diverse learners

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  1. Enhancing RTI support for diverse learners Professional Development Workshop EDAT 7132 July 15, 2014 By Dierra Dunn Tiffany Guiragossian Bryan Watson

  2. Purpose of this workshop • The purpose of this workshop is to familiarize participants with the Response to Intervention (RTI) process. After completing this workshop, participants should have a working knowledge of the RTI process. This workshop will also provide a model for implementing RTI on a system or school level.

  3. RTI SUPPORT INTRODUCTION

  4. Definition of rti • Response to Intervention (RTI) is a multiple level (or tier) system designed to maximize academic achievement and reduce behavioral issues. • RTI is a district wide early identification approach which includes assessment, research-based interventions, and progress monitoring.

  5. purpose of rti • RTI is designed to identify students with academic weakness and behavioral issues and provide them with research-based interventions and monitor their progress. • RTI takes a proactive approach to education by addressing students needs early before they struggle or fail in the classroom.

  6. Goals of Rti • Increase student academic achievement (especially in “at-risk”/ low performing students) • Reduce expulsion, behavioral referrals, and suspension rates • Reduce disproportional special education referral and placement rates

  7. Legal requirements of rti • The Individuals with Disabilities Education Act (IDEA) was reauthorized by Congress in 2004. • IDEA stipulates how states and public agencies must provide early intervention, special education and related services eligible children with disabilities. • RTI meets the IDEA 2004 requirement for Local Education Agencies (LEAs) to provide and document (monitor) researched-based interventions as part of the referral process for Special Education Services.

  8. RTI implementation OVERVIEW

  9. UNIVERSAL SCREENING RTI Phase 1 • All students district wide are screened to identify students who are at risk academically or behaviorally. • Brief diagnostic tests are used to collect Universal Screening Data. • Example: Aimsweb Diagnostic Probes • Universal Screening are administered multiple times during the school year (e.g., fall, winter, spring) TEXT

  10. Research-based interventions RTI Phase 2 • “Intensive Interventions” • Intensive, supplemental instruction delivered to small groups or individually in general education setting. Generally, represents 5% of total student population. (Special Education depending on RTI model) • “Targeted Interventions” • At-risk students are provided with targeted, supplemental instruction. Small groups model is used in the general education setting. Generally, represents 15% of total student population. • “High Equality Classroom Instruction” • Students taught using district curriculum and instructional practices that are research based; aligned with state or district standards; and incorporate differentiated instruction. Tier 3 Tier 2 TEXT Tier 1

  11. Progress monitoring RTI Phase 3 • Following students placement within the respective tiers (1-3) students are given support using research-based interventions. • Students progress using the selected research-based interventions must be monitored and data collection preformed. • Student supports (interventions) are adjusted based on progress monitoring data. Students may be moved up or down tiers. • Universal Screening are administered multiple times during the school year (e.g., fall, winter, spring) TEXT

  12. School/teacher roles of rti • Provide students with high quality classroom instructional using research-based practices, differentiation, and universal design framework. • Participate in Universal Screening process for student placement (varies depending on system/school RTI model). • Administer researched-based interventions (academic and behavioral) in regular education setting. • Perform progress monitoring and data collection for assigned students. • Adjust interventions and students tier level based on progress monitoring data.

  13. RtI ACTIVITIES

  14. Reasoning for RTI for Diverse Learner • Why is RTI needed especially for diverse learners? • What would RTI models look like that foreground language and culture and are responsive and appropriate for all students?

  15. RTI Framework for Culturally and Linguistically Diverse Students • RTI models for CLD students should include: • Culturally and linguistically appropriate quality instruction at each level • A systematic process for examining the classroom context • A systematic process for examining the background variables of CLD students that impact academic achievement (i.e., first and second language proficiency, educational history including bilingual models, immigration pattern, socioeconomic status, and culture) information through progress monitoring and informal and formal assessments to guide instructional and intervention planning (Klinger, Sorrells & Barrera, 2007).

  16. Pyramid of intervention (BackBone, 2009)

  17. Tier 1: Needs Base Learning • The foundation of the first tier should be: • - culturally and linguistically responsive • - quality instruction with on-going progress monitoring (using authentic assessments) within the general education classroom. • Tier 1 components: • - A supportive, motivating learning environment • - Research-based, appropriate core instruction • - Culturally responsive teachers • - Differentiation

  18. Tier 2: Team- Driven Learning • When students have not made adequate progress when taught using appropriate methods at the 1st tier, a second tier of intervention is warranted. • This tier is characterized as providing a level of intensive support that supplements the core curriculum and is based on student needs as identified through progress monitoring and other means. • - Individualized assessments • - Individualized interventions • - Referral for specially designed interventions as needed

  19. Tier 3: Special Design Learning • This tier is special education. • Parental consent is needed to move a child to Tier 3. • Students will have accommodations/modifications through a Special Ed, IEP, Gifted Plan, or ESOL Plan

  20. Differentiation for Diverse Learners • Instructional Accommodation Categories: • Content:What the student needs to learn. The instructional concepts should be broad based, and all students should be given access to the same core content. • Process:Activities in which the student engages to make sense of or master the content. • Product:Products should provide students with different ways to demonstrate their knowledge as well as various levels of difficulty, group or individual work, and various means of scoring. • Learning Environment:How the classroom works and feels. Materials that reflect diverse cultures, and routines that allow students to get help when the teacher isn’t available. • (Olinghouse, 2008)

  21. Create Learning Opportunities for Diverse Learners:

  22. Remediation for Diverse Learners • Conduct Student Inventory • Performa a Diagnostic Assessment • Teach skills • Allow practice and application • Assess/evaluate student performance • Re-teach if necessary • Provide tier assignment and instruction

  23. Workshop Activity • Brainstorm Interventions: • Try to come up with interventions for reading comprehension, reading fluency, writing, content area vocabulary, spelling, language, math, organizational concerns, behavioral concerns, and social concerns that caters towards the needs of diverse learners. • Teams are determined by color on name tag

  24. SCHOOL monitoring • What does research say about school monitoring? • A school monitoring plan can focus on tracking individual student progress for diverse learners. • The purpose of monitoring students is to progress toward proficiency in order to reach school improvement achievement goals.

  25. Alignment of monitoring system Key Areas of Need Monitoring Student Progress

  26. School progress monitoring • Progress monitoring is used to assess student progress or performance in areas which are • identified as being at-risk.

  27. School progress monitoring • Progress monitoring (PM): • Identifies students who are not making sufficient progress • Determines if students benefited from a particular lesson • Develops additional programs for diverse learners who are not benefiting applicably

  28. implementation with CBM • Pre-planning • What is • CBM? • Curriculum-based measurement (CBM) is a procedure using assessments to determine initial and ongoing proficiency in a specific academic domain. It is reliable and valid, and it uses data to establish goals and progress towards goals.

  29. CBM screens diverse learners

  30. Using cbm in aPM for RTI model

  31. implementation with CBM • Post-planning • Tasks measured by CBM for Diverse Learners: • Pre-reading (phoneme segmentation fluency, letter sound fluency) • Reading (word identification fluency, passage reading fluency, maze fluency) • Mathematics (computation concepts and applications • Spelling (formation of words) • Written expression (correct word sentences)

  32. thinglink1) Enable editing; 2) Click on the link below;3) next, double click;4) lastly, click control + click

  33. FINAL WORD One size does not fit all! https://www.google.com/search?q=one+size+does+not+fit+all+in+education

  34. References BackBone Communications (2009). In News. Retrieved from http://backbonecommunications.com/news/arizona-rtiexample-response- to-intervention-tier-1-2-3/ Dexter, D. D., Hughes, C. (2014). Progress monitoring within a response- to-intervention model. RTI Action Network. Retrieved from http://www.rtinetwork.org/learn/research/progress-m Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York: The Guilford Press. Flinger, J. K., Sorrells, A., & Barrera, M. (2007). Three-tiered models with culturally and linguistically diverse students. Validated reading practices for three tiers of intervention. Baltimore, MD: Brookes.

  35. References Fuchs, D., & Fuchs, L. S. (2006). Introduction to responsiveness-to-intervention: What, why, and how valid is it? Reading Research Quarterly, 4, 93–99. Mark, A. (2008). Response to intervention [PowerPoint slides]. Retrieved from http://www.rti4success.org/resources/rti-implementer-series/rti- implementer-series-training-modules Olinghouse, N. (2008). Designing Lessons for Diverse Learners. Retrieved from http://education.msu.edu/te/secondary/pdf/ Designing-Lessons-for-Diverse-Learners.pdf Saenz, L. M. (2008). Using CBM to Progress Monitor English Language Learners. Webinar for National Center on SPM. Retrieved from http://www.studentprogress.org/doc/webinars/mar08

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