bartow county school system rti “a bite at a time” sstage best practices conference january 24,...
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Bartow County School System RTI“A Bite at a Time”
SSTAGE Best Practices ConferenceJanuary 24, 2008Macon, GA
Who are we?
Bartow County School System
Northwest GA
Department of Exceptional Education
Wanda McPherson: SST/RTI Coordinator David Freeman: Lead School Psychologist Kim Funderburg: Lead Speech/Language Pathologist
System Demographics
Pre-K Center 12 Elementary Schools – K-5 4 Middle Schools 3 High Schools Number of Students in 2007: 14,176 Economically Disadvantaged: 47.00% Students with Disabilities: 14.00% English Language Learners: 4.00% Students in Student Support Team: 13%
Commendations:
Elementary Schools All Schools made AYP for 2006-2007 All 12 Elementary Schools earned
Distinguished Commendations for meeting AYP 3 or more years9 Title I3 Non – Title I
First Bite: System RTI Goals
Success and Nothing Less ….. Big Dreams and Great Goals!!! Goals: To improve student achievement by:
Effectively intervening earlier and monitoring student progress Reducing number of referrals to SST Reducing number of referrals to Special education
Focus on SST Tier – data collection & progress monitoring Focused RTI staff development & implementation at 2 elementary
schools as part of school improvement plans Staff development & support from central level to other schools’
administration & leadership teams
Planning Process
Began 2006-2007 school year2006 - 2007: Training attended by RTI
leadership team: C. Shores; J. McCook; J. Wright;
May ’07: BOE appointed SST/RTI Coordinator – full year & Ex. Ed. Leadership
Summer: System RTI Team, Psychologists, & 2 Schools team attended 3 day training – J. Wright
Implementation
August ’07: Training of SST Coordinators; SLPs; Lead Sped. Teachers & Leadership
Curriculum Dept. – set Standard Protocols & Trained teachers in:Reading – Tiers 1 & 2Math – Tier 1Universal screenings – DIBELS
Developed staff development plan
STANDARDS BASEDINSTRUCTION
AND LEARNING
NEEDS BASEDINSTRUCTION & LEARNING:
STANDARD INTERVENTION PROTOCOLS
SSTTIER
SPECIALLYDESIGNED
INSTRUCTION
STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS
Tier 4Special Education
IEP
Tier 3 SST:Problem Solving Model
More Individualized – tutoring;Behavior plans; mentors;
Progress monitoring every 1-2 weeksTier 2
Small Group InstructionStandard Protocol ProcessProblem Solving Process
Progress monitoring every 2- 6 weeksTier 1
Core Curriculum: Research-based GPS Driven Instruction for All Students
Academic/Behavior/CommunicationDifferentiation; School-wide Behavior Expectations; Universal Screenings 3xs a year
Bartow County Pyramid of Interventions
3rd Bite: Implementing Scientifically Research Based Interventions Developed Intervention Bank – accessible through
School Psychologist webpage Assist schools in identifying students “at-risk” and
applying appropriate interventions: Inventory of Resources: Sidewalks; Road to the Code; Sound
Partners; Earobics; SRA – Reading Mastery; SRA – Corrective Reading; PALS; Computer Assisted Instruction – Study Island, Orchard
Assist schools in identifying who will implement the intervention with fidelity & integrity, how often & progress monitoring (DIBELS) Schools utilizing all personnel – Special Areas; administrators;
Paraprofessionals; Media Specialists; Schools have a more focused look at resources - PLC
Research-Based Strategies:
Classroom Instruction that Works - Robert Marzano, 2001
9 – Categories of Research-Based Strategies: Identifying Similarities & Differences Summarizing and Note Taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers
SST “Bite”
Looked at current files and determined what Tier Requested teachers be more objective and less subjective Meetings – emphasized problem Solving process: “None of is as
smart as all of us.” J. Wright Assess general concerns Review Strengths and weaknesses Looked at DATA Set measurable goals – 2 areas only Determine intervention and implementation Set next meeting date
Outcome – many were in Tier 2 or monitor status and have been dismissed
Fewer new SST referrals as compared to previous years
Bites of changes: SST Referrals
Must be based on DATA – multiple points Must have had sufficient time in lower tiers
– approximate 6 weeks at each Have implemented SRB interventions prior
to SST referral Established Guidelines for each referral –
Speech/Language; Academic; Behavior
Changing Roles:
SST/RTI Coordinator Speech/Language Pathologist Lead Special Education Teacher School Psychologist
The School Psychologist
Pencils and Pens for scoring tests and
signing paperwork.
“Clip-on tie” so aggressive kids and/or teachers can’t strangle
you.
Tape on glasses…gotta stay hip with the
kids, dawg
High waters:In case the
psychobabble gets too deep.
Hair slicked back…and over. Oil prevents
pulling hair out.
Belt pulled up hides fast food belly.
One arm longer than the other from years of
carrying test kits.
Let’s take a closer look…
School Psychologists help with…School Psychologists help with…
System DesignSystem Design
Team CollaborationTeam Collaboration
Serving Individual StudentsServing Individual Students
RTI: What Is the Role of a School Psychologist?
National Association of School Psychologists. 28 Sept. 2007 http://www.nasponline.org/advocacy/rtifactsheets.aspx.
Serving Individual StudentsServing Individual Students
Consult with teachers and parents regarding early intervention activities in the classroom and at home.
Help with progress monitoring strategies
Assist staff in interpreting data as part of the ongoing decision-making process.
Help utilize problem solving process
Working with team members to• set realistic goals• design appropriate instructional strategies• choose progress monitoring procedures
Staff Development Bite:
Book study for Administrators and SST Coordinators: Bender/Shores, 2007
RTI Overview Role of the School Psychologist Progress Monitoring Behavior Strategies in Tiers 1 & 2 Speech/Language Protocols @ Tiers 1 & 2 Building Vocabulary – Marzano’s book Research Based Interventions for Tiers 1, 2 & 3 RTI for All Learners – Culturally diverse
Progress MonitoringThere was an old lady who lived in a shoe…
There was an old lady who lived in a shoe…
Data Record Sheet (Must accompany SST referral)
Date_______________
Student ______________________ Grade _______ Referring teacher _______________ Summative Data Scores:
CRCT : Reading ____ELA ______Math _____SC______SS_______Year ________ ITBS/NPR: Reading ______Vocab_____Math_______Composite_____Year ________ EOCT: Subject/Score __________________; ______________________Year________
Formative Data Scores (current grades – indicate subject for secondary):
Reading (Language) ___________ Reading level (Lexile, Star, Guided Rd) _________ Math __________________ Science ________________ S.Studies _______________ DIBELS_______ ________ __________ Other __________________/________________
Tier 1 interventions (indicate: Academic/Behavior):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Date implemented: _____________ to Date evaluated: __________________________
Results: (progress monitoring data points) _____________________________________
________________________________________________________________________
________________________________________________________________________
Tier 2 Interventions (in addition to Tier 1) (indicate: Academic/Behavior):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Date implemented: _____________ to Date evaluated: __________________________
Results: (progress monitoring data points) _____________________________________
________________________________________________________________________
________________________________________________________________________
Summary of reason for referral: ___________________________________________
_______________________________________________________________________
Teacher’s Signature _____________________________________________
Target Student
Discrepancy 1: Skill Gap (Current Performance Level)
Avg Classroom Academic Performance Level
‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003)
Discrepancy 2:Gap in Rate of Learning (‘Slope of Improvement’)
Steven
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100
Sept Oct Nov Dec Jan Feb
School Weeks
Wor
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orre
ct P
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in
Tier 2: Strategic -PALS
Aimline= 1.50 words/week
Trendline = 0.55 words/week
Bart
20 1822 21
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3026
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2831
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Sept Oct Nov Dec Jan Feb
School Weeks
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Tier 2: Strategic -PALS
Tier 3: Intensive - 1:1 instruction, 5x/week, Problem-solving Model to Target Key Decoding Strategies, Comprehension Strategies
Aimline= 1.50 words/week
Trendline = 0.95 words/week
0
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___/___/____ ___/___/____ ___/___/____ ___/___/____ ___/___/____ ___/___/____
Class
Grade
Student
Speech/Language
Procedures for each tier New Areas of Communication Checklist Emphasize comprehensive evaluation; interventions in
each area of concern & progress monitoring Committees for development of Standard Protocols at
lower tiers Staff Development for SST; Lead teachers; K & 1
teachers Changing role of SLP – emphasis on Collaboration
Standard Protocol Model – Tiers 1 & 2
Speech and Language Classroom Intervention Manual SRA Language for Learning Start In Story Builder Bridge of Vocabulary Sidewalks Earobics The Magic of Stories Power PAC Series
Tier 1
School-wide Behavior Plan5 Elementary EBIS schools3 School wide Positive Behavior TeamsOthers have school expectations in common
areas and Positively reinforce appropriate behaviors
Behavior Strategies
Teach a replacement behavior Allow the rowdy or bored student to teach part of a
lesson Group contingencies Prosocial skills training- values, cooperation, self-
awareness and helping skills Peer tutoring on behavior Make use of home-based reinforcement; Create a united
front Self-monitoring- have the student keep data on his/her
own behavior
Positive Interventions
Certificates and rewards – tied in with Character education Good calls/cards home Modeling Catch’em being good game Activity tables or centers Marble in the jar Points for good behavior I-Spy game Behavior notebooks or behavior logs Teacher appointed “me time” Success chains
Behavior Resources:
Behavior Report cards: www.interventioncentral.org
Behavior Intervention Manual – Hawthorne Educational Services
www.behavioradvisor.com - Dr. Mac’s Amazing Behavior Management Site
www.behaviordoctor.org - Laura A. Riffel, Ph.D.
Other Bites:
“8” Areas of Learning Developmental Checklist Articulation screener RTI Manual for District Implementation at Pre-K Center Additional: Handwriting Without Tears; Brain
based learning; Building Vocabulary Parents Guide to RTI
Next “bite”
Progress Monitoring tool for reading, math and behavior – AIMSweb
Educating community on RTI and what that means for parents with Parent Mentor & Parent Involvement Coordinators
Strengthen tier 2 for Math – Standard Protocols Acquire additional Speech/Language resources for all
tiers Ongoing additional interventions for Tier 3 in all areas Possible Standard Protocol for reading at Tier 3
Resource bites:
Response to Intervention – A Practical Guide for Every Teacher. Bender/Shores, 2007
RTI Toolkit – A Practical Guide for Schools. J. Wright, 2007 www.interventioncentral.org
The RTI Guide: Developing and Implementing a Model in Your Schools. J. McCook, 2006
GaDOE SSTAGE GCASE GOSSLP NASP
Resources Bites:
Intervention Central: www.interventioncentral.org Big Ideas in Beginning Reading (U of Oregon):
reading.uoregon.edu What Works Clearinghouse (US Dept of Education): www.w-w-c.org Isteep: http://isteep.com National Center for Student Progress Monitoring: www.studentprogress.org National Research Center on Learning Disabilities, www.nrcld.org National Association of school Psychologists, www.nasponline.org Busy Teacher’s Café: http://busyteacherscafe.com/ Math probes: http://www.updc.org/ Scientifically Based Research: http://www.gosbr.net/ K-8 Access Center http://www.k8accesscenter.org/ Best Evidence http://www.bestevidence.org/ Handwriting Without Tears: http://www.hwtears.com/ www.speechlanguage.com
“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”--Wright (2005)