getting started with rti
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Getting Started with RTI. School-wide Assessment Tool for an RTI Model. Implementation Starts with Leadership. “The significant problems we have can not be solved at the same level of thinking with which we created them.” -- Einstein. - PowerPoint PPT PresentationTRANSCRIPT
Getting Started with RTI
School-wide Assessment Tool for an RTI Model
Implementation Starts with Leadership
The critical feature of successful implementation of an intervention
model such as RTI is effective leadership at the district, building,
and instructional levels. Think Different!
Think Different
“The significant problems we have can not be solved at the same level of thinking with which we created them.” -- Einstein
Setting the Stage for RTI
Stage 1 – Audit current district practices, programs, and procedures to decide on level of implementation for each RTI core principle using school-wide assessment tool.
Stage 2 – Identify district strengths and needs as well as changes to be made in the delivery of programs and services for all students.
Stage 3 – Develop action plan to include strategy for improvement, tasks, personnel, timelines, and resources. Begin working your plan!
Principle IWe can effectively teach all
children Use of collaborative, data-based decision making
model Guaranteed and viable curriculum Curriculum alignment across grade levels and
content areas Research based, differentiated classroom
instructional practices Building-wide Positive Behavior Support (PBS)
strategies On-going professional development supports and
enhances district curriculum implementation and delivery
Active parent and family involvement
Principle IWe can effectively teach all
children
Leading RTILes Cheneaux
Community SchoolsDistrict Administrator, Amy
Scott
Principle IIIntervene early
Use of universal screening measures for reading, writing, and math
Universal screening measures are administered and analyzed systematically
Students are identified for and receive additional instruction based on screening results
Supplementary instruction to the core curriculum is available for grades K-12
Principle IIIntervene early
Universal Screening Measures Amanda McCabe, EUPISD
Curriculum Consultant
Principle IIIntervene early
Example School Comprehensive Literacy
Literacy Assessment System 2008-2009 Grade Beginning of Year First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks End of Year Reading Reading Reading Reading Reading Reading K-5 DRA (for grades 3-5;
below & approaching from Spring ’09 and all
new students) Comprehension
Checklist Fluency (NAEP) Accuracy SC Rate
DRA (all students) Comprehension Checklist Fluency (NAEP) Accuracy SC Rate
K-5 Gentile Oral Language Acquisition Inventory (if needed)
Gentile Oral Language Acquisition Inventory (if needed)
Gentile Oral Language Acquisition Inventory (if needed)
Gentile Oral Language Acquisition Inventory (if needed)
K-5 Observation Notes Observation Notes Observation Notes Observation Notes Observation Notes K-1 Observation Survey (for
1st grade: transfers and lowest 30% of class)
Observation Survey (K only)
1-2 Benchmark Books Developmental
Reading Checklist Comprehension
Checklist
Benchmark Books Developmental
Reading Checklist Comprehension
Checklist
Benchmark Books Developmental
Reading Checklist Comprehension
Checklist
Benchmark Books Developmental
Reading Checklist Comprehension
Checklist
1-5 Running Records and/or Conference Notes on Guided Reading and/or Literature Discussion texts
Running Records and/or Conference Notes on Guided Reading and/or Literature Discussion texts
Running Records and/or Conference Notes on Guided Reading and/or Literature Discussion texts
Running Records and/or Conference Notes on Guided Reading and/or Literature Discussion texts
3-5 Literature Discussion Rubric
Literature Discussion Rubric Literature Discussion Rubric
Literature Discussion Rubric
3-5 Independent Reading Rubrics
Independent Reading Rubrics Independent Reading Rubrics
Independent Reading Rubrics
3-5 Thoughtful Log Rubrics Thoughtful Log Rubrics Thoughtful Log Rubrics Thoughtful Log Rubrics
Principle IIIntervene early
3-5 Conference Notes Conference Notes Conference Notes Conference Notes 3-5 GLAD ELA: 2008 Score GLAD ELA:
2010 Score Writing Writing Writing Writing Writing Writing K-5 Writing Proficiency
Benchmark on Narrative Writing (K-1 Clay’s Writing Assessment)
Quarterly Checklist using Pieces from Writer’s Workshop
Quarterly Checklist using Pieces from Writer’s Workshop
Quarterly Checklist using Pieces from Writer’s Workshop
Quarterly Checklist using Pieces from Writer’s Workshop
Writing Proficiency Benchmark on Narrative Writing (K: Clay’s Writing Assessment)
2-5 Expository Descriptive Writing Rubric
K-5 Observation Notes Observation Notes Observation Notes Observation Notes Observation Notes 1-2 Gentry Diagnostic
Spelling Assessment Buddy Check Gentry Diagnostic Spelling
Assessment Buddy Check Buddy Check Gentry
Diagnostic Spelling Assessment
3-5 Bear Developmental Spelling Assessment
Bear Developmental Spelling Assessment
Behr Developmental Spelling Assessment
3-5 GLAD 2009: Score (if tested)
GLAD 2010 Score
Principle IIIA multi-tier model of service delivery
supports student learning The district has identified and implemented a
continuum of interventions that include at least 3 tiers
Criteria exist for movement of students among the tiers
Interventions are identified at each tier and aligned with the district curriculum
Interventions are selected to meet specific identified student needs
Fidelity measures ensure that interventions are delivered as intended
Principle IIIA multi-tier model of service delivery
supports student learning
Strategic Instruction ModelInstructional InterventionsAngela Nettleton, EUPISD
CPMDCNichole Martin, St. Ignace
Schools
Principle IVUse a problem-solving model to make
decisions
Use of problem solving model to design and evaluate effectiveness of instruction at each tier
Use of problem-solving model is supported by training, implementation, and monitoring
Problem solving teams use a variety of data to align needs and interventions
A process exists to guide the team in determining when a student should be evaluated for a suspected disability
Principle IVUse a problem-solving model to make
decisions
Meeting Mechanics Stacey Miller, EUPISD
Behavior Specialist
Meeting Mechanics
Stacey MillerBehavior Specialist
EUPISD
What is Meeting Mechanics
The Meeting Mechanics module presents a problem solving format that can be applied to all team decision making efforts. • ABC paradigm for problem solving•Team Accountability•This process can be readily applied to child study teams, caseload teams, and behavior planning efforts.
45 MINUTE BEHAVIOR SUPPORT PLAN DEVELOPMENT
MEETING MECHANICS PROCESS
Problem Identification: (5 minutes)• IDENTIFY the problem• Open-ended format• Democratic (all participate)• Prioritize concerns, if needed
Problem Specification: (15 minutes)• More SPECIFICALLY understand the problem• Operational definitions• Data analysis• Antecedent variables focus
Brainstorm: (6-8 minutes)• Brainstorm possible solutions/strategies to
address the problem• ALL ideas are good ideas• Don’t explain, defend, convince• Professional role elimination• Focus on developing the best idea in the room
Cluster/Prioritize: (6 minutes)• CLARIFY ideas• CLUSTER similar ideas (3 primary)• PRIORITIZE ideas though sequencing
Implementation Variables: (6 minutes)• Identify possible BARRIERS to implementation
(brainstorm solutions if necessary)• Identify RESOURCES needed to implement plan• Determine DATA COLLECTION methods for
evaluation
Assign Responsibilities: (5 minutes)• Team process• Roles and functions• Develop ACTION PLAN
WHO IS DOING WHAT BY WHEN
Why Use Meeting Mechanics?
• Increase time on task• Positive problem solving• Team Effort
Meeting Mechanics Manual
Great Lakes Printing Company1-800-530-9876
Principle VUse research-based, scientifically validated
instruction / interventions
Instructional personnel understand and can access “scientifically –based research”
A process exists for the review of new literature to ensure continuous improvement
Instructional personnel have been trained in the interpretation of research literature
Principle VUse research-based, scientifically validated
instruction / interventions
What Works ClearinghouseResearch-Based StrategiesAmanda McCabe, EUPISD
Curriculum Consultant
Principle VIMonitor student progress to inform
instruction
Use of scientifically-based assessment tool for progress monitoring
Student progress monitoring occurs as need indicates
Data is displayed graphically to support interpretation and document student performance
“Decision rules” are used to evaluate student progress and adjust instruction
Principle VIMonitor student progress to inform
instruction
Assessment WallMiBLSI Team
Pickford Elementary School
Principle VIMonitor student progress to inform
instruction
Principle VIIUse data to make decisions
Use of effective and efficient district data management system
Personnel are trained in the administration of assessments
Special education eligibility decisions and decisions to move students among tiers are made by a qualified team of professionals
Personnel are trained in the analysis of data Data is collected from several sources and
compared to objective criterion when determining the presence of a disability and the need for services
Principle VIIUse data to make decisions
School-wide Information Systems (SWIS)
Data Management for PBSMiBLSI Team
Principle VIIUse data to make decisions
SWIS Demo
https://app.swis.org/swis.php?pid=1000
Principle VIIIUse assessment for three different
purposesWritten district assessment plan
identifying assessments used for screening, diagnosis, and progress monitoring
Assessment plan addresses time, utility, content, and process for review
District decision rules address criteria for special education eligibility
Principle VIIIUse assessment for three different
purposes
Balanced AssessmentValerie Masuga, EUPISD
Curriculum Consultant
Taking it to the next level -- Tools
School-wide Assessment ToolSample Indicator Evidence
resourceScoring RubricSample Multi-year Plan for RTI
ImplementationAction Planning Template