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Current and Future Implementation of
Response to Intervention
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Local Norm Project
• Hybrid between DIBELs and Skill Builder Probes
• Local norm sample consisted of 576 across 1st-5th grades
• More than 100 students per grade• DIBELS data was from approximately 400
students per grade K-2
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Sample From 1st and 2nd Grade
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Overall Implementation and Expansion
• 2006/2007 school year RTI procedures were piloted in two elementary schools– One large school (700 students) Springmore– One small school (330 students) Casar
• 2007/2008 implementation expanded into two more large elementary schools– Fallston Elementary (560 students)– Union Elementary (630 students)
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Overall Implementation and Expansion
• 2008/2009 two more small elementary schools have started implementation
• 2009/2010 first middle school with an additional two to four elementary schools
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Correlation Studies looking at EOG and CBM Assessments
• EOG and ORF correlation coefficients– 3rd grade: .69– 4th grade: .59– 5th grade: .53
• EOG and Maze Fluency correlation coefficients– 3rd grade: .61– 4th grade: .63– 5th grade: .63
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Correlation Studies looking at District performance on EOG and
CBM Assessments• EOG and Skill Builder Word Problem
probes correlation coefficients– 3rd grade: .64– 4th grade: .49– 5th grade: .60
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3rd Grade EOG Comparison to ORF
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Words Read Per Minute On DIBELs ORF
EO
G R
ea
din
g S
ca
le S
co
re
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Benchmarking All RTI Schools K-5th Grade
• All students will be screened three times a year using either DIBELS, Skill Builder probes, or Aims Web Maze Fluency probes
• Teachers will be shown data and told who needs to enter Tier 1
• Teachers will also be shown what skill to teach and what to use to progress monitor each child
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Continuing Training
• Refresher trainings are being completed to keep schools current with RTI procedures
• Teachers are used to lead trainings later in the year for new RTI schools in District
• Teacher trainings consist of: How they have fit interventions into the day, what interventions have been used, and overall progress they have seen in their classes
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Barriers
• Understanding that process is not more but different
• Teachers understanding purpose and theory behind Curriculum Based Measurements
• Currently lacking middle school norms for needed expansion
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Breaking Down Barriers
• Continue training that involves instruction on methods, paperwork, etc. that involves coaching and feedback for teachers
• Continue to show data that validates CBM’s at the local level
• Currently working on developing local middle school norms with a sample of students from all four middle schools in district
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Fidelity and Integrity
• Forms have been developed to check on fidelity of interventions and meetings discussing interventions
• Audit form to make sure fidelity of entire Tier III process
• Evaluation data taken from teachers to find out how they feel about the process.
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Free powerpoint template: www.brainybetty.com
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1-5 Likert Type Scale
1=Strongly Disagree
5=Strongly Agree