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Today’s Presenter

Today’s Presenter. Mark R. Shinn, Ph.D. Big Ideas in RTI Success. Big Ideas in RTI Success. Mark R. Shinn, Ph.D. National-Louis University. 2010 RTI Virtual Conference. July 26-30. Sponsored by Pearson. More Information, Including Readings and Handouts Can be Found At.

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Today’s Presenter

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  1. Today’s Presenter Mark R. Shinn, Ph.D. Big Ideas in RTI Success

  2. Big Ideas in RTI Success Mark R. Shinn, Ph.D. National-Louis University 2010 RTI Virtual Conference July 26-30 Sponsored by Pearson

  3. More Information, Including Readings and Handouts Can be Found At... http://markshinn.org Go to Icon for Downloads for Professionals Go to Folder entitled: Presentations and Handouts Go to Folder entitled: Pearson Virtual RTI 2010 3 Sponsored by

  4. Disclosure • Mark R. Shinn, Ph.D. Serves as a Consultant for AIMSweb, which provides CBM assessment materials and organizes and report the information from 3 tiers, including RTI. • Mark R. Shinn, Ph.D. Serves as a Consultant for Vmath, a remedial mathematics intervention from Voyager. • Mark R. Shinn, Ph.D. Serves as a Consultant for Glencoe Publishing for their Jamestown Reading Navigator (JRN) product. 4 Sponsored by

  5. Some People Think That RTI is An Evil Plot 5 Sponsored by

  6. Why? RTI Myths • RTI is an Just an Eligibility Process to Identify Students with Specific Learning Disabilities (SLD) • RTI is Just a Different Way to Identify the Same Students and Serve Them the Same Way • RTI is Another Wait to Fail Approach with the Same Old Hooping Jumping for Teachers and Families and MORE WORK! • We Can Improve Achievement Significantly If We Ask Teachers to “Invent” Their Own Interventions and Deliver Them is Short Daily Time Periods (e.g., 5-10 minutes), All With MORE MEETINGS 6 Sponsored by

  7. RTI “Facts” • RTI IS an SLD Eligibility Process BUT It Really is Building Coordinated, Multi-Tiered Early Intervening Services, Part of an Organized Effort to Provide All Students with • High Quality Instruction Using Scientifically Based Practices for Prevention, And • Early, Appropriately Intense Intervention for Those Who Need It • Students Get The Services They Need As Soon As They Need Them-No Hoop Jumping • The Goal is to Select and Use “Block Buster” PROGRAMS (Interventions) Using Powerful Intervention Packages That Are Scientifically Based

  8. Where Do We Begin? Year 1 Blueprint • Engage in Systematic Self Study, Starting with a DISTRICT Leadership Team, Then the Staff Development Plan • Make Your Big Ideas Explicit! • Figure Out WhatGOES! • Build a Scientific and Coordinated Data System for (Universal) Screening and Progress Monitoring • Figure Out How You’re Going to Build and Staff Organized Early Intervening Services (Tier 2) • Know What the Priorities Are for Years 2-4

  9. Build Your Foundation withSelf Study • Part A Teams and Teaming: Describe your existing Systems of Supports, including Teams, and Team and Individual Professional Roles and Functions • Part B Data Systems: Describe your existing Progress Monitoring and Universal Screening Systems: Are they scientifically based? • Part C Interventions: Describe your existing Academic and Behavior Tools (Interventions): Are they scientifically based? • Part D Your SLD Entitlement ProcessIdentify Assessment Instructional Tools and Practices That Are NOT scientifically based for Abandonment 9 Sponsored by

  10. Big Idea #1: RTI is More Than SLD Entitlement “BIG” RTI-- An Entitlement Process for Specific Learning Disabilities (SLD) “little” rti-- A school improvement model designed to employ scientifically based instructional and behavioral interventions aligned with students’ needs, preventatively. and as early as possible Gresham, F., Reschly, D., & Shinn, M. R. (2010). RTI as a driving force in educational improvement: Historical legal, research, and practice perspectives. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI. Bethesda, MD: National Association of School Psychologists. Walker, H. M., & Shinn, M. R. (2010). Systemic, evidence-based approaches for promoting positive student outcomes within an RTI framework: Moving from efficacy to effectiveness. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI. Bethesda, MD: National Association of School Psychologists. 10 Sponsored by

  11. Big Idea #2What’s In It For Students and Families? Students Get the Services They Need... As Soon As They Need Them! 11 Sponsored by

  12. No Failing in Tier 1 Before You Get Tier 2No Failing in Tier 2 Before You Get Tier 3

  13. Big Idea #3 Time to Revise the Model Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. 13

  14. What? Who? If We Don’t...The “Old Way” of Doing RTI Find the Kid (1 at a Time) Figure Out What to Do for the Kid (1 at a Time) 14 Sponsored by

  15. The Result? • Tiers Will Be a Stopping Place Until the Next Tier • More Attention Will Be Directed Toward Moving the Student than Building and Delivering Research-Based, Intensive Interventions • What the Student HAS Will Remain More Important that What We Are Doing About It 15

  16. A Better Way of Thinking About 3 Tiers Some Still Need MOST CORE Meets the Needs of Most A Cohesive System DESIGNED with All Students in Mind Some Still Need MORE 16

  17. What? Who? “New Way”: Problem Solve for Groups! Find the PROGRAM (What GROUPS of Kids Need) THEN Find the Kid(s) Thru Triage 17

  18. No Wimpy Interventions • Intervene EARLY and POWERFULLY • Reduce the GAP Early to Focus on Future Learning Rather than Constantly Catching Up 18

  19. Big Idea #4 RTI is a Renewed Commitment to SUPPORT Teachers Better Tools Better Training More Support 19

  20. Big Idea #5: Use “PROVEN” Assessments Reviewed by the USDE/OSEP National RTI Center www.rti4success.org 20

  21. The Gold Standard for Students for Reading Frequent Progress Monitoring 21 Sponsored by

  22. Big Idea #6: Planned Abandonment Design Feature If You Add Something In You Must Drop Something Out! 22 Sponsored by

  23. Sample Items “Planned Abandonment” List • Routine Use of Diagnostic Tests for Every Student • Use of Screening Tests for Annual Progress Monitoring • Referral Forms--Especially Long Ones That Ask Silly Questions 23 Sponsored by

  24. Big Idea #7: Make Tier 2 Coordinated Title 1 Specialists RR Special Education General Education Most Schools Have Resources to Build Tier 2 But...Too Many Remedial Programs with Different - Entry Criterion -Curricula/Interventions, -Assessment and Progress Monitoring Systems ELL 24 Sponsored by

  25. Coordinated and Powerful Tier 2 Interventions • Use Universal Screening to Identify Tier 2 Candidates • Use a Focused and Scientifically Based Curriculum with an Emphasis on Explicit Teacher-Led Instruction with Explicit Language Support • Use the Same Scientifically BasedProgress Monitoring System 25

  26. Coordinated Data Systems Using Curriculum-Based Measurement (CBM) Tier 3 Tier 1 Benchmark Using CBM 3x Per Year for Universal Screening AND Progress Monitoring-AND Program Evaluation Tier 2 Strategic Monitoring of At Risk Students 1x per Month, or 2x per Month or Weekly Frequent Monitoring 1x or 2x per Week 26

  27. We Know the Elementary Path • Begin with a Comprehensive Self Study • Make a Commitment to Improve General Education Instruction • Build Your Data System using Curriculum-Based Measurement As Your Progress Monitoring and Universal Screening Tool • Commit to Effective Behavior Support School-wide, but also Classroom and Tier 2 and Tier 3 • Ensure Tier 3 Interventions are Maximally Powerful (and Worth It) with Scientifically Based Progress Monitoring (e.g., CBM) • Build Coordinated Scientifically Based Tier 2 Remedial Reading and Behavior Programs • Make Reading Volume a Priority for All Students to Encourage Wide Reading • Shift Related Services Roles to Minimal Testing and Maximum Consultation and Coaching Support 27

  28. We Know the Secondary Path • Make a Commitment to Improve General Education Content Teaching Skills a Continuous Staff Development Target-Ensure Access to • Good Syllabi; • High Quality Grading; • Big Ideas Focus; • Embedded Strategic Instruction Model (SIM) in Pedagogy; • Strategies to Increase Engagement; • Common Assessments for Formative Assessment and Potential Screening • Develop Your Special Education Mission Statement (Intensive Basic Skill Interventions OR Content Class Support with SIM) • Ensure Tier 3 SE Basic Skill Interventions are Maximally Powerful (and Worth It) with Scientifically Based Progress Monitoring (e.g., CBM) • Institute Effective Behavior Support School-wide, but also Classroom and Individual Behavior Support Plans • Build Effective Scientifically Based Tier 2 Remedial Basic Skill Interventions At Least at Grade 6 and 9 and Behavior Programs • Make Reading Volume a Priority for All Students to Encourage Wide Reading • Use CBM (Maze) As Your Universal Screener for Basic Skills • Shift Related Services Roles to Minimal Testing and Maximum Consultation and Coaching Support 28

  29. Myths-Facts 29

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