rti: core analysis
DESCRIPTION
RtI: Core Analysis. rationale, tier 1 instruction , systems-level data analysis, Literacy Analysis Guide. Rationale. How do you know RtI—as a system—is working? Are your tier 1 supports effective? RtI Stages of Implementation ( Fixsen et.al , 2005 ) Exploration Program Installation - PowerPoint PPT PresentationTRANSCRIPT
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RtI: Core Analysisrationale, tier 1 instruction, systems-level data analysis, Literacy
Analysis Guide
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Rationale
How do you know RtI—as a system—is working?
Are your tier 1 supports effective?
RtI Stages of Implementation (Fixsen et.al, 2005)
Exploration Program Installation Initial Implementation Full Implementation Innovation Sustainability
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Critical Components of strong Tier 1 literacy
supports
A core instructional program of validated efficacy adopted and implemented school-wide
Core instruction is differentiated to meet students’ skill needs
Supplemental and intervention programs support core program
Programs and materials emphasize big ideas
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Critical Components of strong Tier 1 literacy
supports
Programs implemented with high fidelity
Strong professional development and coaching to support those providing instruction
Reliable and valid assessment systems to guide decision-making
All staff working together to meet the needs of all students
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Common RtI Pitfalls
Too many students needing interventions
Often can’t develop ways to check fidelity or assess core implementation if expectations are unclear
What does 80-85% at benchmark really mean?
Limited resources to provide continuum of supports
We have 90 minute reading blocks. Doesn’t that mean we’ve got a good core? Now what?
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Taking a Closer Look
If at least 80% of students ARE reaching benchmarks, consider: Examining key features of effective Tier 1 supports to
ensure you have features in place to sustain those effective supports
If at least 80% of students ARE NOT reaching benchmarks: Consider:
Instructional delivery Fidelity to program design Ineffective core (research basis, need supplement?, need
new?)
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Systematic Problem Solving and Action Planning Process
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A Useful Tool:RtI Consortium Partners in Training Online
http://rtinebraska.unl.edu
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Preparation: Gather the data!
What data is available and most useful to study tier 1 systems (core implementation and instruction)?
Prepare the data to facilitate analysis.
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a bit of (attempted)
humor…
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Preparation: Gather the data!
What data is available and most useful to study tier 1 systems (core implementation and instruction)?
Prepare the data to facilitate analysis.
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Universal Screening Reports
Summary Report
Summary of Effectiveness
Cross-Year Box Plot
DIBELS School-Wide Effectiveness Worksheet
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Summary Report
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Cross-Year Box Plot
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School-Wide Effectiveness
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Calculating Growth Rates
Annual normative growth All kids in particular grade level
Semester growth winter – fall and spring - winter
spring mean score – fall mean score
# of instructional weeks
= growth rate
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Normative Growth Rates Example
If the average third grade district score was 60 CWPM in fall and the average third grade district score in winter was 90 there would have been a 30 word improvement. If there were 15 instructional weeks, the growth rate equals 2 words per week.
90 - 3015
= 2 words per week
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Using Growth Rates
Normative growth at a grade/class level
Average growth of all students receiving core instruction alone
Semester normative growth rates to national growth rates How do growth rates compare fall-winter, winter-spring,
full year? How do the starting points compare from year to year? How do school growth rates compare to national growth
rates currently available?
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Literacy Analysis Guide (LAG)
a systems-check for RtI
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Report Findings & Next Steps
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Taking a Closer Look
If at least 80% of students ARE reaching benchmarks, consider: Examining key features of effective Tier 1 supports to
ensure you have features in place to sustain those effective supports
If at least 80% of students ARE NOT reaching benchmarks: Consider:
Instructional delivery Fidelity to program design Ineffective core (research basis, need supplement?, need
new?)