implementing response to instruction
DESCRIPTION
This presentation was put together by the authors of the book "Implementing RtI Successfully in Your Middle/High School." It provides a road map for beginning an effective RtI program in middle and high school.TRANSCRIPT
Implementing
Response to
InstructionJan Brown, Special Ed. Teacher
Amy Heath, Reading Specialist
Katie Preston, Counselor
Yorktown Middle School
Response to Instruction
YMS started implementing RtI in the 2009-
2010 school year.
Began with Reading
Team consists of General Education
Teacher, Special Education Teacher,
Reading Specialist, Principal, and
Counselor.
Assessing Reading
Comprehension at Yorktown
Middle School
Three minute Maze (Cloze Procedure) for all two to three weeks into school year, in January and two weeks prior to close of school.
Given during Intervention/Extension period. Teachers score. Data team enters scores and sends results to teachers to share with students.
Data team provides all materials needed.
Identifying Reading
Comprehension Needs Students are placed according to prior year results.
(example) Students scoring below 25th %ile are placed in Interventions
if not already placed. Students scoring above the 25%ile are placed in Extensions.
(example) Students already placed in Extensions and who score
below the 25%ile are strategically progress monitored. (SPM)
New students who score below the 25%ile are (SPM) SPM occurs bi-weekly. Progress Monitoring (PM) of Interventions is also bi-weekly. SPM and PM are both Maze assessments.
SCHEDULING—The CHALLENGE!
Where in the day can we meet the
“double dip”-- Tier 2 or Tier 3 services?
The first year, we cut all study halls and
ISTEP+ remediation classes (8th period)
and placed EVERY student in either an
Intervention class or an Extension class 8th
period.
Wright 7-1 223 CT Alg. 7 Prep M7 Pre-Alg 7 M7 LU M7 Pre-Alg 7 Interven.
Carney 7-1 221 CT Read 7 Prep Read 7 Read 7 Read 7 LU A. Read. 7 Read. 7 Floater
Moore 7-1 128 CT SS 7 SS7 SS 7 SS 7 SS 7 LU Prep SS 7 Interven.
Smith, D. 7-1 23 CT Sci 7 Sci 7 Prep Sci 7 Sci 7 LU Sci 7 A.Sci 7 A. Sci-Lab
Jenkins 7-1 CT L/A 7 A. LA 7 L/A 7 Prep LA 7 LU LA 7 LA 7 Interven.
Fox 7-2/8-2 CT LA 8 L/A 8 LA 7 LA 7 Prep LU L/A 7 L/A 7 Interven.
Watkins, L. 7-2/8-2 127 CT M 7 M 7 Prep Alg. 8 LU Pre-Alg 8 Alg. 8 M 7 Interven.
Shaw 7-2/8-2 126 CT SS 8 Prep SS 7 SS 7 LU SS 8 SS 7 SS 8 Interven.
Smith, L. 7-2/8-2 24 CT Sci 7 Sci 7 Sci 8 Prep Sci 7 LU Sci 8 Sci 7 Interven.
Carnes 7-2/8-2 225 CT Read 7 Read 7 Read. 7 Read. 7 LU Read. 8 Prep Read 8 PUB
Turner 8-1 125 CT Pre-Alg 8 Pre-Alg 8 Pre-Alg 8 Prep LU Geo. 8 Pre-Alg 8 Pre-Alg 8 Interven.
Murray 8-1 123 CT A. LA 8 LA 8 Prep LA 8 LU LA 8 LA 8 LA 8 Interven.
Losco 8-1 124 CT SS 8 SS 8 SS 8 SS 8 LU SS 8 Prep SS 8 Interven.
Dickey 8-1 18 CT Sci 8 Sci 8 Sci 8 Prep LU Sci 8 Sci 8 BIO BIO Lab
Snyder 8-1 21 CT Read 8 Read 8 A. Read. 8 Read. 8 LU Prep Read. 8 Read. 8 Interven.
J. Brown 212 CT Int. 7 Int. 7
Henderson 212 CT
Truex YES CT Sci Math Reading L/A Reading LU Prep SS
7:30-8:15 8:20-9:00 9:05-9:45 9:50-10:30 10:35-11:15 11:20-12:00 11:50-12:30 12:35-1:15 1:20-2:00
Lunch 11:15-11:45 12:00-12:30
Barrett 115 CT Prep MU 8 MU 8 MU 8 MU 7 LU MU 7 MU 6 MU 6
Braun 3 CT Prep GTT 7 GTT 7 GTT 7 GTT 7 LU GTT 7 GTT 6 GTT 6
Miller 219 CT Prep DCT 8 DCT 8 DCT 8 LU DCT 8 DCT 8 BIT 6 BIT 6
Higgins 114 CT Prep Band 8 Band 7 LU Band 5 MU 8 MU 8 Band 6 Band 6B
Hill 5 CT Prep HE 7 HE 7 HE 7 HE 7 LU HE 7 HE 6 HE 6
PE GYM CT Prep PE 8 (S1) PE 8 (S1) PE 8 (S1) LU PE 8 (S1) PE 8 (S1) PE 6 PE 6
Luzadder GYM CT Prep PE 7 (S1) PE 7 (S1) PE 7 (S1) LU PE 8 (S1) PE 7 (S1) PE 6 PE 6
Zick 101 CT Prep Art 8 (S1) Art 8 (S1) Art 8 (S1) LU Art 8 (S1) Art 8 (S1) Art 6 Art 6
Peters 14 CT FACS 8 FACS 6 FACS 6
W.L. YES-119 SPAN German (Q1) SPAN SPAN
8:20-9:45 9:50-11:15 11:20-12:45 12:45-1:15 1:20-2:00 2:05-2:45
K. Brown 215 CT Prep Pre-Alg Math Math LD LU Prep
J. Irwin 217 CT Prep Math Math Math LD LU Prep
Holtzclaw 216 CT Prep L/A L/A L/A LU Prep Interv.
Holcomb/Novak 213 CT Prep L/A L/A L/A LU Prep Interv.
Cartwright 218 CT Prep SS SS SS LU Prep RSH 28-Jul
Wallace 214 CT Prep Sci Sci Sci LU Prep Interv. Q1 and Q3
Changes-Year 3
Teachers felt having Int/Ext last period of
the day was difficult—student focusing
issues.
Additionally, teachers wanted to add
4min. to the class periods.
Result=Moving Int/Ext to the 1st period of
our day and cutting it down to 21min for
7/8 graders and 30min for 6th graders.
Teachers RM# Period 1 Period 2 Period 3 Period 4 Period 5/L Period 5/L Period 6 Period 7 Period 8
Wright 223 Alg 7 Alg. 7 P.A. 6 Prep M 7 LU P.A. 7 M 7 P.A. 7
Allen 127 Int/Ext M 7 Alg 8 Alg. 8 Prep LU M 7 Alg 8 M 7
Turner 125 GEO GEO P.A. 8 P.A. 8 LU P.A. 8 Prep P.A. 8 P.A. 8
Heath 7-1 221 RtI R 7 Prep R 7 R 7 LU R 7 R 7 R 7
Jenkins 7-1 222 Int/Ext L/A 7 Prep L/A 7 L/A 7 LU L/A 7 L/A 7 A L/A 7
Moore 7-1 128 Int/Ext SS 7 SS 7 SS 7 LD LU Prep SS 7 SS 7
D.Smith 7-1 23 Int/Ext Sci 7 Sci 7 Prep Sci 7 LU BIO BIO Sci 7
Carnes 7-2/8-2 225 Int/Ext A R 7 R 8 Prep YB LU A R 7 R 8 R 8
Fox 7-2/8-2 22 Int/Ext L/A 8 Prep L/A 7 LU L/A 8 L/A 8 A L/A 7 L/A 7
Shaw 7-2/8-2 126 Int/Ext SS 8 SS 7 SS 8 SS 7 LU SS 8 Prep SS 7
L.Smith 7-2/8-2 24 Int/Ext Sci 8 Sci 8 A Sci 7/8 A Sci 7/8 LU Prep Sci 7 Sci 8
Snyder 8-1 21 Int/Ext R 8 A R 8 R 8 LU LD Prep R 8 A R 8
Karas 8-1 123 Int/Ext A L/A 8 L/A 8 A L/A 8 LU LD Prep L/A 8 L/A 8
Losco 8-1 124 Int/Ext SS 8 SS 8 SS 8 LU Den Prep SS 8 SS 8
Dickey 8-1 18 Int/Ext Sci 8 Sci 8 Prep LD LU Sci 8 Sci 8 Sci 8
J.Brown
Henderson 212
8:18-8:39 8:43-9:27 9:31-10:15 10:19-11:03 11:07-11:51 11:37-12:21 12:25-1:09 1:13-1:57 2:01-2:45
LUNCH 11:03-11:33 11:51-12:21
Encores 8:18-8:53 8:57-9:27 9:31-10:15 10:19-11:03 11:03-11:33 11:37-12:21 12:25-1:09 1:13-1:57 2:10-2:45
Barrett 115 MU 6 INT/EXT 6 MU 8 MU 8 LU MU 8 MU 8 Prep MU 6
Vest 3 GTT 6 INT/EXT 6 GTT 7 GTT 7 GTT 7 LU GTT 7 Prep GTT 6
K. Miller 219 BIT 6 INT/EXT 6 DCT 8 DCT 8 LU DCT 8 DCT 8 Prep BIT 6
Higgins 114 Band 6 INT/EXT 6 Band 7 LU LD Band 8 Band 5 Prep Band 6
Hill 5 HE 6 INT/EXT 6 HE 7 HE 7 HE 7 LU HE 7 Prep HE 6
G. Miller GYM PE 6 INT/EXT 6 PE 7/8 PE 7/8 LU PE 8 (S1) PE 7/8 Prep PE 6
Zick 101 Art 6 INT/EXT 6 Art 8 Art 8 LU Art 8 Art 8 Prep Art 6
Winkle 13 SPAN 6 INT/EXT 6 SPAN 7 SPAN 7 SPAN 7 LU SPAN 7 Prep SPAN 6
6th grade Encore #1 INT/EXT 6 1 2 3 4 LUNCH 4 (cont'd) Encore #2
Lumpkin 215 INT/EXT 7/8 INT/EXT 6 P.A. 6 M 6 M 6 SS 6 LUNCH SS 6 Prep
J. Irwin 217 INT/EXT 7/8 INT/EXT 6 M 6 M 6 M 6 SS 6 LUNCH SS 6 Prep
Holtzclaw 216 INT/EXT 7/8 INT/EXT 6 L/ A & R 6 L/ A & R 6 L/ A & R 6 SS 6 LUNCH SS 6 Prep
Novak 213 INT/EXT 7/8 INT/EXT 6 L/ A & R 6 L/ A & R 6 L/ A & R 6 SS 6 LUNCH SS 6 Prep
Wallace 214 INT/EXT 7/8 INT/EXT 6 Sci 6 Sci 6 Sci 6 SS 6 LUNCH SS 6 Prep
Cartwright 218 INT/EXT 7/8 INT/EXT 6 Sci 6 Sci 6 Sci 6 SS 6 LUNCH SS 6 Prep
8:18-8:39 8:57-9:27 9:31-10:26 10:30-11:25 11:29-12:24 12:29-12:35 12:35-1:05 1:09-2:06 2:10-2:45
Reading at Yorktown Middle
School
All of our students receive reading
instruction at YMS based on their Maze
Test score.
How do students enter an
Extension’s Class?
If students meet or exceed the cut score
on the MAZE test, they enter an
Extension’s class.
What do students do in an
Extension’s Class?
Students read a book at their ZPD (Zone of
Proximal Development) or “just right”
level.
Students have a book conference with a
teacher.
Students complete EFS (Executive
Functioning Skill) Lessons.
Extension Class
Extension Class
How do students enter an
Intervention Class?
Students are targeted for an Intervention
Group based on their MAZE test score.
We sort individual students by their ZPD
levels to find the right Intervention class.
Intervention Class
Intervention Class
Intervention Class
What do students do in an
Intervention Class?
Students read leveled readers at their instructional level in a guided reading group.
Students read library books at their independent reading level.
Students practice word chunking activities by sorting words.
Students conference with teachers about books.
Students complete reading journals.
Students are assessed on fluency and comprehension.
Data Decision Rules
For new year placement, all three Universal Screens are considered. Two out of three that are below average or well below average will determine Interventions. One of those three must be the Spring assessment.
For SPM and PM four data points (8 weeks) are obtained before making any movement decisions. (Exception at year start)
Data Decision Rules
Continued
Four data points are viewed by data team to look for patterns.
Points all above the aim line indicate response to intervention.
Points below aim line indicate poor or no response.
Points that are scattered indicate other factors. (Emotion, absences, motivation)
Decisions to move are based on strength of pattern as well as other data gathered. (Example)
Other Data Utilized
ISTEP
STAR progress
Curriculum based assessment
Special Education
Anecdotal reports from Reading teachers
and Intervention teachers
(Example of data sheet)
Initial Start Date____________ Move: yes no Date to move____Location_________
Record of Tier Movement for Reading Comprehension
Name __________________________Grade___ I/E Teacher_____________Rdg Teacher____________
Maze #of consecutive points above aimline______below aimline_______
Benchmarks for grade level/ Student’s benchmarks Fall___/___Winter___/___Spring___/___
STAR scaled score growth trend________________________in average range________________
ISTEP Language Arts +________ or --_________ mastery non-fiction text____literary text_____
Summary of Intervention Progress – (For Intervention teacher only)
1. Leveled reader number______ Lessons completed____________ 2. Notes from book
conferencing____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Multi-sensory or direct instruction progress________________________________________NA
Comments-(For all including general education reading teacher)
Final consensus decision rationale: (for data team)
Review participants:
(Name) (Name)
_______________________________Date__________ __________________________Date_______
_______________________________Date__________ __________________________ Date_______
Created by J. Brown
Skill Lessons
Mini-lessons in quarterly themes of
organization, study skills, careers and
character.
Divided up by grade level and topic.
Typically one to two days per week of 5 to
ten minutes.
Red flag exceptions.
Organization of time,
materials and self.
Study Skills Career/ Goals Character
1. a. Reinforcement,
interest and learning
surveys b. bonding
2. Agenda overview
3. Agenda use
4. Locker and materials
org.
5. Locker Schedule
6. Bullying
7. Agenda quiz
8. System Check
9. Catch-up or short film
1. Listening
2. Main Idea
3. Note-taking
4. Memory
5. Studying for Tests
6. During Tests
7. Direction Following
8. Movie
9. Movie
1. Goal Setting
teaching
2. Goal Setting
3. On track Mag
4. On track Mag
5. Success for Teens
book
6. College Go
7. SFT book
8. Review/revise goal
9. Career exploration
1. Respect
2. Who Am I?
3. Relationships
4. Peer Pressure
5. Bullying
6. Communication
7. Serving others
8. Movie
9. Movie
Level 6 7 8
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Critical Components Reading at ZPD level.
Intervention/Extension period additional to core reading class.
Reading Conferences.
Universal Screening three times yearly.
Progress monitoring bi-weekly or weekly depending on intensity of interventions.
Skill lessons in areas developmentally appropriate for age and school climate.
No grades, focus on skill acquisition.
Resources Guided Reading: Good First Teaching for All Children by Irene C.
Fountas and Gay Su Pinnell
Teacher’s Guide Leveled Readers for Intervention by McGraw Hill SRA
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (3rd Edition) [Paperback] by Donald R. Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston
Implementing RTI Successfully in your Middle School/High School by Amy Carney Heath, Heath Dudley, Katie Preston, and Jan Brown
SRA Corrective Reading Comprehension Concept Applications by McGraw Hill SRA
SRA Corrective Reading Decoding Strategies by McGraw Hill SRA