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Western’s RTI Program. A Work in Progress…. RtI. - PowerPoint PPT Presentation
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A WORK IN PROGRESS…. .
Western’s RTI Program
RtI
“ The process of implementing high quality scientifically based instructional practices with students based on identified needs, monitoring the response of the student, and changing the instruction based on the student’s response and their progress data”
Importance to Western
Western Elementary has attempted to provide some ‘form’ of an intervention program for the last six years due to the economic and culturally diverse makeup of the student population.
Not eligible for Title OneNot eligible for Reading RecoveryIncreasing immigrant population
RtI Should Encompass…
All grade levels across all core areasReadingWritingMathBehavior Language
Western has taken steps to address Reading and Math
Six Critical Components of an RtI Model
Universal ScreeningMeasurable definition of problem areaBaseline data prior to an interventionEstablishment of a WRITTEN plan
detailing accountabilityProgress monitoringComparison of pre intervention data
to post intervention data for efficacy
What Are Interventions?
Targeted assistance based on progress monitoring
Administered by classroom teacher, para-educator, external interventionist
Provides additional instructionIndividualSmall groupAnd/or technology assisted
Intervention Decision Teams
Team Leader Principal or Dean
Case Manager/Data Manager Classroom teacher Responsible for interviewing referring
individuals, gathering and assembling information, presenting case and monitoring intervention
PE, Music, Art, Writing teachers or para-educatorsSchool Psychologist
Organizes presentation of data, assists in plotting student progress
Essential Features
Universal Screening Performed 3 or 4 times annually Provides data on all children in that grade Provides early identification of children
who are not meeting academic expectations What we found:
Students that would be targeted at Western were not necessarily going to be targeted in other schools (bottom 20% varies school to school) Still a problem with transfer students
Our First Step…..
Finding a universal screening assessment Used assessments that we had available and therefore
specific to grade level Primary:
Phonological Awareness Skills Test (PAST) Literacy First Phonics Assessment Rigby PM Ultra Benchmark Assessment
Third Grade: Rigby PM Benchmark Assessment Fourth Grade: PAS (Predictive Assessment)
Language/Math Fifth Grade: PAS, Placement Tests Language/Math
Determine Which Students Need Intervention…
Students performing 6 months to a year below grade level
The bottom 20% of the grade level
Number of Students Currently In RTI
READING MATH #2 #3
#2 #3
Primary Third Grade 15 11 - -Fourth Grade 10 6 18 -Fifth Grade 5 7 16
6
Total Number of Students Receiving Service: 94Percentage of Total School Population 13.6%
How We Set Up Interventions
Considerations: Time
When intervention would occur Length of intervention
Who would provide the intervention Teachers? Specifically designated person?
Person responsible for record keeping (weekly assessments)
Our Intervention Team
Para-educators, Parents and Retired TeachersRetired teachers are monetarily compensated
Picture
Tiered Level Instruction
Tier 1: General Classroom instruction with 120 minutes daily devoted to Language Arts
Tier 2: Additional research based instruction provided 3 to 5 days a week
Tier 3: Research based instruction (different from Tier 2) provided 3 to 5 days a week
Tier 4: Special Education
Primary Reading Intervention
All Students TestedTier I Interventions in Classroom
Tier II“Literacy Continuum”
Para-Educators
Student Remains In Tier II
Student Moves to Tier III
Tier III“Early Success”
Compensated Retired Teachers
Student Returns to Classroom
Student Returns to
Classroom
Special Education Referral
RtI 4th Grade Math
All Students TestedTier I Interventions
Teacher Implemented
Tier IIInterventions “Study Island”
Diane M.Diane/Parents Volunteers
Tier IIIInterventions “Ladders to Success”
Student Returns to
Classroom and Tier I
Special Education Referral
Tier IIIInterventions “Ladders to Success”
Special Education Referral
Student Returns to Classroom
and Tier I
RtI 5th Grade Math
Tier I Intervention
Focus For All Students
Program Rigby Literacy (Harcourt Rigby Ed. 2000) Primary/4th
Scott Foresman Reading (2004) 3rd, 5th
Grouping Multiple Age Grouping Formats to Meet Student Needs
Time 120 minutes a day (primary and 3rd)90 minutes a day (4th and 5th)
Assessment Benchmark Assessment 4 times a year (Primary)PAS Assessment 3 times a year (3rd, 4th, 5th)
Interventionist General Education Teacher
Setting General Education Classroom
What We Do
All primary students required to attend the CORE section of daily group instruction (120 minutes a day for Language Arts- Inclusive of Tier 1.
Number of students currently receiving intervention assistance: Tier 2: Tier 3:
Program in use for these students is Early Success and Continuum of Literacy Learning (Fountas/Pinnell)
Primary
Restructured and expanded an existing programTier 2 consists of:
Instructional Aide working 2- 2.5 Hours/ 5 days a week Identified children scheduled for 20 minute blocks of intervention Children working in small groups (5-6 children) with the aide
Tier 3 now consists of: Two retired primary teachers working nine hours a week (3 hours a
day – 3 days a week) Identified children scheduled for 30 minute blocks of intervention Children working in small (1-3 children) groups with the teacher
using running records, anecdotal record keeping results, researched based leveled reading and an intense home reading program.
Features of Tier II
Purpose: To support individual students who have not met benchmarks
Targeted Students: Those with significantly lower levels of performance than their peers, who are learning at a much slower rate than are falling behind their classmates
Tier II Intervention Instruction Focus For students identified with
marked difficulties and have not responded to Tier I efforts
Program Reading: Primary: Literacy Continuum 3rd: Ladders To Success 4th: Ladders to Success 5th: Study IslandMath: Primary: N/A 3rd: N/A 4th: Study Island 5th: Study Island
Grouping Homogenous small group instruction (1:5)
Time 5 days a week- 30 minute sessions3rd Grade Reading: 3 days a week- 30 min sessions
Assessment Progress monitoring weekly on target skill
Interventionist Primary: Aides3rd/4th/5th: Parents or paid interventionist
Setting Outside the classroom
Tier III Intervention InstructionFocus For students with marked difficulties and
have not responded to Tier I or Tier II
Program Reading: Primary: Early Success 3rd: Soar to Success 4th: Soar to Success 5th: Study Island (web)Math: Primary: N/A 3rd: N/A 4th: Study Island (web) 5th: Voyager Math (web)
Grouping Homogeneous small group (1:1 , 1:2, or 1:3)
Time Reading: Primary: 3 days a week/ 30 min 3rd: 3 days a week/30 min 4th: 3 days a week/30 min 5th: 5 days a week/ 30 minMath: Primary: N/A 3rd: N/A 4th: 5 days a week/ 30 min 5th: 5 days a week/30 min
Assessment Progress monitoring weekly
Interventionist Paid Interventionist
Setting Outside the classroom
RTI Schedule for Tier II and Tier III Primary Interventions
Green Pod I (Sapp, Moors and Stout) Uninterrupted Time: 7:40-8:40 (60 minutes) 9:40-10:40 (60 minutes) Intervention Times : Tier II (Para-educators):Sharon 8:40-9:40 Tier III (teachers)Vicki S./Julia 8:40-9:40 (3 groups each) Green Pod II (Hemmerlein, Livingston, Daley) Uninterrupted Time: 7:40-9:40 (120 minutes) Intervention Times: Tier II (Para-educators) Sharon 9:40-10:40 Tier III (Teachers) Vicki S./Julia 9:40-10:40 Yellow Pod (Parker, Corman, Mullins, Sutton) Uninterrupted Time: P1’s: 8:40-10:30 (110 minutes) P2’s: 8:40-9:40 (60 minutes) Intervention Times: Tier II (Para-educators) Vicki J. 8:00-8:40(P1’s) 9:40-10:30 (P 2’s) Tier III (Teachers) Vicki S./Julia 7:40-8:40 (P1’s & P2’s)
Parent Communication
Dear Parents, As we begin the second quarter of the school year, my hope that every parent has had the opportunity to meet with their child’s teacher
and discuss their student’s academic progress. As a school Western strives to create a climate of high expectations for student learning. Our mission as well as our belief is that all children are able to achieve the essential learning of their grade level. A good indicator of how fully we are committed to this idea is the manner in which we address those students who ‘have not learned’. Although Western’s educational philosophy has always included an academic intervention procedure for those students in need this year we have worked to improve and refine that process.
Many of you may have had your child tell you they are participating in RTI , which is an acronym for ‘Response to Intervention.’ Let me first state that this is not a ‘special education’ program. Basically, it is our teacher’s response when we have a student who is experiencing difficulty in learning. It is a systematic program meant to ensure that these students receive additional time and support for learning. Research has made it clear that it is impossible for all students to learn at high levels if some do not receive additional time and support for learning. Everyone does not learn at the same rate and the amount of support needed varies between students.
Western has set certain criteria in determining when to implement these interventions. We follow a systematic process of intervention to ensure that students receive additional time and support according to a school-wide plan:
* Intervention occurs in a timely manner- at first indication the student is experiencing difficulty * Intervention is a ‘direct’ process rather than a voluntary one. Parents are contacted to inform them that their child will be
receiving additional assistance and specify which area will be addressed * All students have equal access to the assistance-it is not based on the teacher * The additional time and support is offered during the school day and is designed in a way that does not deprive students of new
direct instruction in their classroom. We know that if we offered this service before or after school, many students could not or would not utilize the service.
* The system is fluid. It is not designed as a permanent support for individual students. Students will receive the appropriate level of intervention but only until they have acquired the intended knowledge or skill. They are then weaned from the system until they experience difficulty in the future. We strive for an easy flow of students into and out of the levels of support.
I hope this has answered some questions. As a principal I have been very fortunate to have so many parents who are truly concerned about their children’s academic future and who are willing to work with teachers to ensure that their children succeed at a high level. Please let me know if you have a specific question or concern about your child’s education. Enjoy a wonderful Thanksgiving holiday,
Deborah Omick-Haddad
If We Do It Right…
Research has shown that if we have chosen the correct intervention (correctly identified the problem) and we are delivering the intervention consistently75% of the initial 20% of identified
students will respond positivelyLet’s look at how we are doing with
primary reading students…