1 / 87

Objectives:

ELEMENTARY FOCUS- BUILDING YOUR RTI MODEL THROUGH UNDERSTANDING OF THE BASIC PRINCIPLES AND COMPONENTS & NETWORKING WITH OTHERS.

norman
Download Presentation

Objectives:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ELEMENTARY FOCUS-BUILDING YOUR RTIMODEL THROUGH UNDERSTANDING OF THE BASIC PRINCIPLES AND COMPONENTS & NETWORKING WITH OTHERS

  2. Project Goal : Establish and implement a coordinated, regionalized system of personnel development that will increase school systems’ capacity to provide early intervening services [with an emphasis on reading], aligned with the general education curriculum, to at-risk students and students with disabilities, as measured by improved student progress and performance. Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources.

  3. Objectives: Deliver research-based professional development and technical assistance in Problem-Solving Service Delivery Systems, Response-to-Intervention (RTI), scientifically based reading instruction, and Standards Aligned Classrooms (SAC). Increase the participation of parents in decision-making across district sites. Incorporate professional development content into higher education general and special education preservice & graduate level curricula. Evaluate the effectiveness of project activities. Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources.

  4. AcknowledgementsThis ppt. is a compilation of the work of many sources. Thanks to all for your generosity and wisdom IASPIRE North Staff: Dr. Mark Shinn Dr. Barb Curl Dr. Christine Malecki Christine Martin Mary Miller Dr. Madi Phillips Dr. Pam Radford • Dr. Judy Hackett • Dr. Tim Thomas • Dr. Joseph Torgeson • University of Oregon-Reading • University of Texas • Florida Center for Reading Research

  5. What we are hoping to accomplish today: • What RtI looks like at the elementary level- the framework and key components • Network with each other- describe the ‘real deal’. How RtI is shaping up in your schools. • Group ‘Think Tank’. Network and figure this out together…Create a group scaffolding effect….

  6. Questions to consider: • Who can argue that there is no need to change? … that every school is operating at its best and meeting the needs of diverse learners? • Who can argue the need to have better data systems to identify who needs more and then tell us if what we are doing is working? • Who can argue the need to develop and provide interventions systems/more levels of support to respond to the needs of more students? • Who can argue the need to have better teams to analyze data and plan for the interventions? • Who can argue the need to build consensus and commitment- to help everyone have a common language and common understanding of this RtI shift in how schools function?

  7. BIG IDEAS AROUND RTI

  8. All the principles and components of RtI are about building abetter support system for general education. • DOING IT BETTER • DOING IT DIFFERENTLY • PROVIDING MORE LEVELS OF SUPPORT TO HELP ALL STUDENTS • REALLOCATING RESOURCES/SKILLS IN DIFFERENT WAYS

  9. What is ‘Response to Intervention (RtI)’?(Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005) • Identifying and providing high quality instruction and research-based interventions matched to students needs • Measuring rate of improvement (ROI) over time to make important educational decisions- Progress Monitoring • Educators use ongoing student performance data to determine if an intervention is working. If it is not, it is time to do something different.

  10. Effective Education for ALL Students Building a School-Wide Model Tier 3 Tier 2 Tier 1 Picture retrieved from: sneakers.pair.com/ l/school.jpg, 3/2005 Response to Intervention approach

  11. An RtI Vision Any School- Efficient Teaming and Problem Solving at each Tier Data-Based Decisions at each Tier Intervention-rich environment at each Tier

  12. Problem Solving/RtI Core Components and Principles -Use of Research-based,Scientifically validated 3 tiers of instruction/intervention -Scientifically based screening & progress monitoring to inform instruction and intervention -Use of a Problem Solving Methodology /Data based decision making at each tier -Prevention and Early Intervention -Problem Solving is aboutbuilding a better support system for general education -Every student is everyone’s responsibility You do this: To get this:

  13. RtI: The “Big Picture” One Educational System Educational Reform Educational Initiatives Response To Intervention (Slide developed by Dr. Judy Hackett and Dr. Tim Thomas)

  14. Linking School Improvement Plans with RtI… (Slide developed by Dr. Judy Hackett and Dr. Tim Thomas)

  15. BESIDES BEING BEST PRACTICES, IT’S NOW IN THE LAW!

  16. The Educational Stars Are Aligning This is our collective challenge…..our collective opportunity for significant educational reform. • No Child Left Behind • Reading First • President’s Commission on Special Education Excellence • IDEA Reauthorization 2004 • Illinois Rules and Regulations • Creates tremendous opportunity for schools to make significant changes in how they help students !

  17. Not only is RtI Best Practices, it is now part of the Illinois Rules and Regulations(finalized June 28, 2007) (Paraphrased)- • No later than 2010-11, each district WILL use RtI as part of the evaluation process for identifying those with learning disabilities. • *(In order to effectively do this, RtI must be implemented at all 3 tiers.) • No later than Jan. 2009, each district will submit a professional development plan stating how they will accomplish this mandate..

  18. THE FRAMEWORK FOR THINKING

  19. RtI Foundational Concepts:Teaming/ThinkingDataInterventions

  20. RtI FRAMEWORK FOR THINKING DATA TEAMS INTERVENTIONS . CONSENSUS COMMITMENT DATA TEAMS INTERVENTIONS DATA TEAMS INTERVENTIONS

  21. Problem Identification Is there a problem? What is it? Problem Analysis Why is it happening? Plan Evaluation Did our plan work? Plan Development What shall we do about it? Problem Solving Teams

  22. Targeted/ Supplemental 7%-15% Intensive 3%-5% Universal 80%-90% Data Based Decision Making ACADEMICS BEHAVIOR

  23. In an RtI System, Keep in Mind the Purposes of Assessment/Data Who has problems? (Problem Identification) Why is the problem is occurring? (Problem Analysis) Is our instruction working to fix the problem? (Plan Development & Implementation) How well are we doing overall? (Plan Evaluation) Screening Diagnostic Progress Monitoring Outcome/Accountability Taken from Heartland AEA 11

  24. Assessment Systems Used in RtI Models Taken from Heartland AEA 11

  25. Tier 3Intensive, Individual Interventions • Individual Students • Assessment - based • High intensity • Of longer duration ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS • Tier 3Intensive, Individual Interventions • Individual Students • Assessment - based • Intense, durable procedures 5% 5% 15% 15% • Tier 2Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 2Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier 1Core Instructional Interventions • All students • Preventive, proactive • Tier 1Core Instructional Interventions • All settings, All students • Preventive, proactive 80% 80% The VISION:To Provide Effective Interventions to Meet the Needs of ALL Students Through Early and Scientifically Based Interventions Through Careful Systems Planning STUDENTS

  26. TEAMS THINKING PROCESS THAT IDENTIFIES NEEDS, PLANS INTERVENTION AND DATA SYSTEMS…MAKES THE INTERVENTION AND DATA SYSTEMS WORK!

  27. SECONDARY FRAMEWORK FOR THINKING TEAMS DATA INTERVENTIONS . TEAMS DATA INTERVENTIONS TEAMS DATA INTERVENTIONS

  28. Tier 1 teamsDistrict Level LeadershipBuilding Level Leadershp

  29. Create District and Building Leadership Teams, Representatives could include… • Principal • Deans, Dept. Chairs • Assessment • Bilingual • Curriculum/Instruction • General Education • Special Education • Support Staff • Parent • Professional Development

  30. Focus Areas for the Building Tier 1/Leadership Team Assess school needs- • Create a RtI plan to guide ongoing efforts around teams, data and interventions systems • Develop and define expectations for implementation • Plan staff development • Obtain staff buy-in • Communicate to stakeholders • Obtain or allocate other resources • Evaluate the effectiveness of efforts • Plan for sustainability

  31. Another role of the Tier 1/Leadership Team: • Analyzing Tier 1 data and the Effectiveness of Core. Are 80% of your students successful across all content areas with Tier 1/core instructional program? • What data addresses that question? • If not 80% of students successful, analyze problem and develop a plan.

  32. Tier 2 teamsGrade Level Teams

  33. Problem Identification Is there a problem? What is it? Problem Analysis Why is it happening? Plan Evaluation Did our plan work? Plan Development What shall we do about it? Problem Solving/RtI uses these questions to drive thinking

  34. Focus Areas for the Building Tier 2 Team Priority Skill Sets: • Problem Identification (DATA) • Problem Analysis (Basic Skill Deficits vs Need for Content Area Support) • Provide Scientifically Based Language Interventions, including ELL Learning and Vocabulary • Provide Effective Behavior Supports • Write and Implement Mainstream Consultation Agreeements • Ensure Interventions are Implemented with high Integrity • Develop and implement a Progress Monitoring system • Analyze progress monitoring data and refine group interventions

  35. Tier 3 teamsSupport Staff andTeachers

  36. Focus Areas for the Building Tier 3 Team Priority Skill Sets: • Use of Scientifically Based Reading Interventions • Use Scientifically Based Progress Monitoring • Effective Behavior Support • Ensure Interventions are implemented with high Integrity • Use of a Standard Problem Solving Process • SLD Eligibility Determination Using RtI • Make Special Education worth getting!

  37. Targeted/ Supplemental 7%-15% Intensive 3%-5% Universal 80%-90% Data Based Decision Making ACADEMICS BEHAVIOR

  38. DATA SYSTEMS

  39. SECONDARY FRAMEWORK FOR THINKING TEAMS DATA INTERVENTIONS . TEAMS DATA INTERVENTIONS TEAMS DATA INTERVENTIONS

  40. Secondary Assessment Systems Used in RtI Models Aimsweb, DIBELS MAP ISAT, Aimsweb, DIBELS MAP MAP, CBE -R SLA,QRI. Aimsweb, DIBELS Sopris West tool Functional Beh. Assessment Taken from Heartland AEA 11

  41. Once Screening Data is Collected You Begin to Make Informed Decisions… Data-Based Decisions! • Individual Student Decisions • Classroom or Group Decisions • District or School Level Decisions

  42. Watching School Wide Results-

  43. Typical Rate of Improvement for READ 180 students compared to national ROI expectation

  44. Tier 2: Strategic Monitoring of At Risk

  45. Ex: 4thGrade PM (Tier 3)Benefit? Progress? Reading Mastery

  46. SchoolSWIS Data

  47. SWIS: Referrals By Problem Behavior

  48. INTERVENTION SYSTEMS

  49. SECONDARY FRAMEWORK FOR THINKING TEAMS DATA INTERVENTIONS . TEAMS DATA INTERVENTIONS TEAMS DATA INTERVENTIONS

More Related