Creating Systems: K12 Reading Model and Response to Intervention RTI

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Creating Systems K-12 Reading Model and
Response to Intervention (RTI)

• Cheryl A. Young, Ph.D.
• Barbara Tobias
• K-12 Reading Division
• OSPI Secondary Reading Plan
• February 13, 2008

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Purpose

• To provide an overview of the K-12 Reading
  Model and RTI systems, to discuss their
  alignment, and explain how they can be
  incorporated at the HS level.

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Objectives

• Participants will
• Understand the major components of the K-12
  Reading Model and RTI systems
• Apply current reading research to K-12 RM and RTI
  
• Understand SAILS and corresponding RTI principles
• Understand how RTI is part of the assessment,
  instruction and intervention components in SAILS.

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RTI

• Response to intervention
• Revised Individuals with Disabilities Education
  Act (IDEA, 2004)
• Practitioners previously used a discrepancy model
  (IQ and achievement) to identify students as
  having learning disabilities
• Now, RTI may be used
• Originally focused on K-5, but expanding

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What is RTI?

• RTI is the practice of (1) providing
  high-quality instruction/intervention matched to
  student needs and (2) using learning rate over
  time and level of performance to (3) make
  important educational decisions to guide
  instruction
• National Association of State Directors of
  Special Education, 2005

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Why does WA State have RTI and the K-12 RM?

• RTI was included in the language of IDEA (2004)
• Prior to IDEA (2004), the State of Washington
  wanted a reading system that was effective and
  fluid
• OSPI hired experts in the area of reading to
  create a three-tiered system based upon research
• The K-12 Reading Model was created

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Major Components of the K-12 Reading Model

• Standards
• Assessment
• Instruction and Intervention
• 3 Tiers
• Programs/resources
• Leadership
• System-wide Commitment
• Personnel
• Scheduling

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K 12 Reading Model and RTI

• K 12 Reading Model

• RTI

• Addresses three-tier instructional plan
• Addresses assessment system
• Addresses reading
• Implementation is conducted with General
  Education and Special Education
• Compilation of research based practices that are
  recommended by the State of Washington in Reading

• Addresses three-tier model of school supports
• Addresses assessment system
• Addresses Reading, Math, Writing and Behavior
• Implementation is conducted with General
  Education and Special Education
• Authorized by Congress (IDEA, 2004) as an
  alternative method that can be used to identify
  and serve students with specific learning
  disabilities

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Three-Tiered Intervention

• Washington State K-12 Reading Model

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Response to Intervention What are the big ideas?

• High quality instruction/intervention
  Instruction or intervention matched to student
  need that has been demonstrated empirically and
  by practice to demonstrate high learning rates
  for most students
• Learning rate and level of performance Learning
  rate refers to students growth in academic or
  behavioral skills over time in comparison to
  prior levels and peer growth rates. Level of
  performance refers to a students relative
  standing (growth) on some critical dimension of
  academic or behavioral skills compared to
  expected/predicted growth.
• Important educational decisions Student
  intervention outcomes drive decision making at
  every tier. Decisions about intensity and
  duration of interventions are based upon data
  across multiple tiers of intervention.

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Why RTI?

• Provides appropriate learning experiences for all
  students
• Uses school-wide progress monitoring to assess
  entire class progress and individual student
  progress
• Promotes early identification of students at risk
  for academic failure
• Involves multiple performance measures rather
  than measurement at a single point in time
• Under RTI, students receive interventions based
  on reliable and valid data earlier than the wait
  to fail scenario

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Response to Intervention Core Principles

• Use all available resources to teach all students
• Use scientific, research-based interventions
• Monitor classroom performance
• Conduct universal screening/benchmarking
• Use multi-tier model of service delivery
• Make data based decisions using a problem
  solving/standard protocol approach
• Monitor progress frequently
• Implementation fidelity

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Response To Intervention

• RTI does not tell you what to think, it tells you
  what to think about.
• It gives you the data to make instructionally
  relevant decisions.

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Overview

• K-12 Reading Model

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Become familiar with K12 RM

• Skim through tabs
• Note attached Action Planner
• Note Phases (see pg. 26-28) (8 min)
• Briefly summarize the main concepts of the
  sections with two-three people (5 min)

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Major Components of the K-12 Reading Model

• Standards
• Assessment
• Instruction and Intervention
• 3 Tiers
• Programs/resources
• Leadership System-wide Commitment
• Personnel
• Scheduling

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System-wide Commitment
Three Tiers of Instruction
Comprehension Vocabulary Fluency Phonics Phonemic
Awareness
Intensive Intervention Strategic Instruction Core
Content
Screening
Diagnostics Monitoring
Five Essential Components
Outcome
Assessments
Leadership
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Introduction to K-12 RM Guide

• Foreword p. iv
• Table of Contents p. v
• Introduction p. 1-4
• School Improvement Planning p. 5
• Reading Instruction Overview p. 6
• Reading Leadership Teams p. 8
• Three Phase Comprehensive Action Plan p. 7-27
• Abridged Action Plan p. 28

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Dig-in Activity

• Count off by six at your table
• 1 and 2 read pp. 7-13
• 3 and 4 read pp. 14-20
• 5 and 6 read pp. 21-27
• At the signal, be prepared to synopsize your
  section and report it out to your group
• Be prepared to share out about your section to
  the larger group

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Major Components of the K-12 Reading Model

• Standards
• Assessment
• Instruction and Intervention
• 3 Tiers
• Programs/resources
• Leadership System-wide Commitment
• Personnel
• Scheduling

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Standards

• What students should know and be able to do
• Connected series of learning competencies (K-10)
  necessary to become proficient readers
• Minimum skills acquired at the end of each grade
  level

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Washington StateReading Standards (2004)

• Essential Academic Learning Requirements (EALRs)
• broad statement of learning
• Component
• further defines the EALR
• Grade Level Expectations (GLEs)
• a statement of cognitive demand and the important
  content or process to be learned.
• Evidence of Learning
• a bulleted list of student demonstrations that
  provides the teacher with common illustrations of
  the learning.

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The Reading EALRs

• EALR 1 Reading word skills and strategies
• Phonemic awareness, phonics, fluency, vocabulary
• EALR 2 Reading for understanding
• Comprehension
• EALR 3 What materials and why
• Text and purpose
• EALR 4 Student goal setting and monitoring
  progress
• Assess strengths and weaknesses and develop
  reading interest

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Understanding the Reading GLEs
EALR 2 The student understands the meaning of
what is read. Component 2.1 Demonstrate evidence
of reading comprehension.
WASL Eligible GLE
Grade Level Expectation
Evidence of Learning
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Assessing Student Performance

• The WASL is one way of assessing student
  performance of the standards, or one way of
  assessing what students know and are able to do
  at the end of each grade level

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Major Components of the K-12 Reading Model

• Standards
• Assessment
• Instruction and Intervention
• 3 Tiers
• Programs/resources
• Leadership System-wide Commitment
• Personnel
• Scheduling

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Assessment Plan

• An assessment system must be in place and include
  the following
• Data collection and management plan to collect
  and analyze school or system-wide results each
  quarter
• Set aside screening windows throughout the school
  year outside of administration of the state
  assessment

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Assessment System

• Multiple measures
• Screening assessments
• Progress Monitoring assessments
• Diagnostic or Targeted assessments
• Outcome assessments

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1) Universal Screening (RTI)

• School staff conduct universal screening in all
  academic areas and behavior to all students three
  times/year
• Purpose of universal screening is to identify
  students at risk for academic or behavior
  failure
• Universal screening data tells us whether a child
  is on track compared to peer group and/or state
  standards
• The students data at benchmark testing periods
  can be utilized to validate the effectiveness of
  intervention. Is the gap closing?

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Implementation for Secondary Reading Plan Schools
(pilot)

• Administer multiple screening assessments
• WASL
• Comprehension and vocabulary (e.g., MAPs,
  Gates-MacGinitie, GRADE)
• Fluency
• Meet with child study team, evaluate student
  results
• Place students in reading intervention classes
  based upon data and team input

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Universal Screening Math example
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Universal Screening Math example
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2) Progress Monitoring (RTI)

• Documents student growth over time to determine
  if students are learning critical skills at an
  adequate rate
• Curriculum Based Measurements (CBMs) are
  primarily used as a method for progress
  monitoring because they are brief, easy to
  administer and score, and are good predictors of
  student ability
• Progress monitoring data provide a picture of the
  students performance and rate of growth to
  inform instructional and curricular changes so
  that every student reaches proficiency on
  targeted skills

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Words Read Correct
X
X
X
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X
X
X
X
X
X
X
Words Read Correct
X
X
X
X
X
X
X
X
X
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Implementation for Secondary Reading Plan Schools
(pilot)

• Progress Monitoring
• Create progress monitoring charts or use progress
  monitoring charts of reading intervention program
• E.g., chart fluency (at instructional level)
  every two weeks

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3) Diagnostic or Targeted Assessment

• Targeted assessment means shifting to evaluations
  that are designed around the specific targeted
  concerns of the student.
• In other words, we select assessments that
  measure the area of concern rather than
  administering an assessment and then trying to
  determine what it means.
• Usually conducted when student enters Tier III,
  but may be conducted earlier

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Implementation for Secondary Reading Plan (pilot)

• Diagnostic Assessment (and/or norm-reference
  test)
• Reading intervention teachers (with help of
  literacy coaches) may want to administer to each
  student. E.g.,
• Gray Oral Reading Test (GORT)
• Analytic Reading Inventory (ARI)

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4) Outcome

• Measures student performance after instruction
  and/or intervention usually compares students
  to national grade level peers
• E.g.,
• WASL
• Norm-referenced test (e.g., Comprehensive Test of
  Phonological Processing (CTOPP) Woodcock Reading
  Mastery Test-Revised)
• Criterion referenced measure (e.g., DIBELS,
  fluency)

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Implementation for Secondary Reading Plan (pilot)

• Outcome Measures
• WASL
• Fluency (Read Naturally 4th grade passages)
• Woodcock Reading Mastery Test Revised

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WASL

• Remember big picture to smaller picture

• WASL
• Comprehension
• Vocabulary
• Fluency
• Decoding
• Phonemic Awareness

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Four Possible Types of Students
Fluency difficulties may exist within any
section.
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Using Assessment Data to Determine Placement

• Outcome
• WASL
• Screener
• Fluency
• Achievement
• Woodcock Reading Mastery Test-Revised

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Placement Decisions
Fluency difficulties may exist within any
section.
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Examine Assessment Results
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Placement Decisions
Fluency difficulties may exist within any
section.
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So, now what?
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Using Assessment to Identify Specific
Intervention/Remediation

• What intervention programs do students need?
• Decoding/Phonics
• E.g., CR Wilson Language! Phonics Blitz
• Fluency
• E.g., Jamestown Six Minute Solution REWARDS
• Comprehension
• E.g., CR Edge

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What else do we consider?

• Number of students who need each skill
• Number of teachers
• Intervention programs
• Available class time and space
• Cost
• How do we combine teaching staff and intervention
  programs and blend funding?

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Placement Decisions
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Your Turn!
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Using Assessment to Identify Specific
Intervention/Remediation

• Diagnostic
• Analytic Reading Inventory (ARI), Qualitative
  Reading Inventory (QRI) or Gray Oral Reading Test
  (GORT)
• Curriculum Based Measurement (CBM)
• Wilson Placement Test, Corrective Reading
  Placement Test, Edge Placement Test

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Tools and Resources for Assessments

• OSPIs Reading Assessment Tool
• http//www.k12.wa.us/CurriculumInstruct/Reading/pu
  bdocs/ReadingAssessmentMatrixV12-5-5.doc
• Use as a reference tool
• Not endorsed by OSPI
• Simply a consumers guide to norm and criterion
  referenced assessment tools and purpose and type
  of measurement
• Reading, math and writing tools
• http//www.interventioncentral.org/
• Aimsweb/DIBELS
• Stay tuned for the Guide to Selecting Diagnostic
  Assessments coming soon!!!

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Data-Based Decision Making

• The purpose of using data based decision making
  is to find the best instructional approach for a
  student with an academic or behavioral problem
• Decisions are made by teams consisting of
  professionals knowledgeable about the student,
  and the parent
• Data collected from assessment information
  gathered the previous year or term and across 4
  content domains using the R.I.O.T. techniques
• Decisions are made through the problem solving
  process or standard protocol approach

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A Problem Solving Process
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Major Components of the K-12 Reading Model

• Standards
• Assessment
• Instruction and Intervention
• 3 Tiers
• Programs/resources
• Leadership System-wide Commitment
• Personnel
• Scheduling

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Three-Tiered Intervention

• Washington State K-12 Reading Model

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Tier I Core Instruction ALL Students

• All students receive high quality scientific,
  research based instruction in the core curriculum
  in all areas
• Core curriculum provides the foundation for
  instruction upon which all strategic and
  intensive interventions are formulated
• Serves approximately 80-90 of the student body
• Some Tier 1 interventions may be applied to at
  risk students followed by progress monitoring to
  confirm or disconfirm the student is at risk

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Tier II Strategic Interventions Some Students

• Strategic interventions supplements instruction
  to students who are not achieving standards
  through the core curriculum alone
• Consists of 5-10 of the student body
• Occurs in small groups of 3-6 students
• Short-term in duration 9-12 week blocks
• Recommended 3-4 sessions per week at 30-60
  minutes per session
• Students progress is monitored more frequently at
  Tier II, usually every 2 weeks

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Strategic Interventions, cont.

• Students may receive more than one block of Tier
  II interventions if progressing but who have not
  yet reached the goal
• Students who reach goal would be reintegrated
  into Tier I
• Students who do not progress in Tier II may
  require more intensive interventions, or referred
  to Tier III (e.g., Special Education)

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Programs/Resources Tier II Strategic Reading
Intervention

• Tier II-Strategic Intervention
• Core curriculum
• Supplemental Materials (examples)
• Corrective Reading
• REWARDS
• REWARDS Plus (Science and Social Studies)
• Jamestown Fluency
• Six Minute Solution
• EPS Publishing vocabulary/comprehension

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Tier III Intensive Interventions Few Students

• Designed to accelerate a students rate of
  learning by increasing the frequency and duration
  of individualized interventions based on targeted
  assessment data.
• Students performing significantly below standards
  and have not responded to Tier I or Tier II
  interventions (i.e., for those students reading
  far below grade level or virtual non-readers)
• Progress is monitored on at least a weekly basis

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Tier III Intensive Interventions Few Students,
cont.

• Consists of less than 5 of student body
• Occurs in groups of no more than 3 ideally
• May occur longer than 9-12 weeks
• Students who are successful at Tier III
  reintegrate to Tier I with Tier II support
• If not successful at Tier III, consider referral
  for special education and/or other long-term
  planning 504 plan, additional Tier III cycle

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Intensive (Tier III) Reading Intervention

• Specifically designed reading instruction that
  extends beyond the time allocated for Tier I and
  Tier II
• High school students may require double dosing
  in a two period block, using a research-validated
  specially designed program to accelerate their
  learning to read

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Programs/Resources Tier III Intensive Reading
Intervention

• Comprehensive Acceleration/Remediation Materials
• Language! (Sopris West)
• Phonics Blitz
• REACH System (SRA)
• Corrective Reading
• Reasoning and Writing
• Spelling Through Morphographs
• Read 180 (Scholastic)
• Wilson Language Training (Wilson)
• High Point /Edge (particularly for English
  Language Learners)

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Major Components of the K-12 Reading Model

• Standards
• Assessment
• Instruction and Intervention
• 3 Tiers
• Programs/resources
• Leadership System-wide Commitment
• Personnel
• Scheduling

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Seven Common Traits of High-Performing,
High-Poverty Schools

• 1. Principals must be free to make decisions
• 2. Principals use measurable goals to establish a
  culture of achievement
• 3. Master teachers bring out the best in a
  faculty
• 4. Rigorous and regular testing leads to
  continuous student achievement

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Seven Common Traits

• 5. Achievement is the key to discipline
• 6. Principals work actively with parents to make
  the home a center of learning
• 7. Effort creates ability
• No Excuses! Lessons from 21 High-Performing,
  High-Poverty Schools by Samuel Casey Carter

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Table Talk

• With your tablemates, briefly brainstorm
  effective leadership skills (5-7 min.).
• Discuss the following questions and the section
  on Leadership in the K-12 Model for 10 minutes.
  Record one or two ah-has and/or questions on
  sticky notes. Be prepared to share out with the
  entire group the information you came up with in
  your discussions.

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Self Evaluation Leadership

• Are leaders organizing resources and personnel to
  support reading instruction? Building schedules?
• Are there plans for focused professional
  development to assist teachers in understanding
  the standards, the research, and the best
  instructional practices for effectively closing
  the achievement gap in reading?
• Have program materials been purchased that align
  with scientific research and the standards, or
  have supplemental materials been purchased to
  fill gaps in the current program?

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Self Evaluation Leadership

• Are grade level teams or other work teams
  currently focused on data, instruction, or
  aligning lessons to the standards?
• Do ALL teachers K-12 understand the importance of
  teaching reading comprehension skills and
  strategies and vocabulary strategies during
  lessons in ALL subject areas? Has professional
  development centered on making this a priority?
• What would need to occur in your
  school/district/system to guarantee that all
  students are getting the instruction they need?

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Major Components of the K-12 Reading Model

• Standards
• Assessment
• Instruction and Intervention
• 3 Tiers
• Programs/resources
• Leadership
• System-wide Commitment
• Personnel
• Scheduling

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System-wide Commitment
Three Tiers of Instruction
Comprehension Vocabulary Fluency Phonics Phonemic
Awareness
Intensive Intervention Strategic Instruction Core
Content
Screening
Diagnostics Monitoring
Five Essential Components
Outcome
Assessments
Leadership
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Figure 1
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Calculating the math
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Developing A Building Schedule A Walla Walla
District Model

• Students should be placed in academically
  heterogeneous classes (elementary, content area
  and electives at secondary)
• Second language learners should be grouped with
  English speaking students for non-academic
  instruction
• Students should be homogeneously flexibly
  grouped for skills-based instruction
• The most at-risk students need to be placed in
  the smallest skill groups and most experienced
  staff
• Develop the schedule starting with Tier III, then
  II then Tier I.

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Bell Schedule Example
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Other Ideas

• Tier II support
• Student has fluency class T, W, Th before school
• Signs contract if more than 4 absences, must
  take elective
• Teacher (e.g., Title I) teaches class comes in
  early, leaves early
• Tier II or Tier III support
• Elective Reading Class and/or Sp.Ed.

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High School Instructional Plans for Reading

• These are from Appendix B in the K-12 Reading
  Model
• Guidelines for placement and for strategies for
  identifying students needing additional reading
  instruction
• Assessment data needs to be the driving factor in
  placement

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Same players new roles I

• The New Psychologist Role
• Data Manager
• Data Analyzer
• Data Synthesizer
• Detective Extraordinaire
• Progress Monitoring?
• The New SpEd Teacher Role
• Data Provider
• Targeted Assessment
• Progress Monitoring
• Intervention opportunities

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Same players new roles II

• The New Parent Role
• Data Provider
• Interventionist
• Progress Monitoring
• The New General Ed.Teacher Role
• Tier 1 Tier 2 interventions
• Progress Monitoring
• Data provider for Learning Environment
• Be ready for intervention

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Same players new roles III

• The New Principal Role
• As goes the principals leadership, so goes the
  team
• Provides for the assessment of intervention
  fidelity
• The New Perspective
• We are not looking at the child as broken
• Focus is, Why isnt the general education
  curriculum working for this child?

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RTI and Child Find

• Anyone, including parents and teachers, can make
  a referral at any time in a RTI system.
• A student cannot be required to go all the way
  through Tier III before being evaluated if
  evidence exists to suspect a disability.

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Parent Involvement in RTI

• In a RTI system parents must be provided progress
  monitoring data. 34 CFR Sec. 300.309(b)(2).
• Parents must also be informed of
• State policies regarding the amount and nature of
  student performance data that is collected and
  the general education services that are provided
• The strategies for increasing the students rate
  of learning and
• Their right to request an evaluation.
• 34 CFR Sec. 300.311(a)(7).

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Using RTI data to identify Specific Learning
Disability

• District procedures set out criteria for using
  RTI data to establish SLD.
• District criteria must incorporate new federal
  regulations on SLD.
• Students may be identified as needing services
  under Section 504.
• 34 CFR Sections 300.309 through 300.311

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Resources

• Reading Next A Vision for Action and Research in
  Middle and High School Literacy
• www.all4ed.org
• Washington State K-12 Reading Model
  Implementation Guide www.k12.wa.us/CurriculumInstr
  uct/Reading/default.aspx
• RTI Manual www.k12.wa.us/SpecialEd/RTI.aspx
• Grades 4-12 Reading Intervention Materials Review
• www.k12.wa.us/CurriculumInstruct/Reading/pubdocs/
  4-12ReadingIntervention.doc

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More Resources

• Washington State Instructional Materials Review
  www.k12.wa.us/CurriculumInstruct/Reading/default.a
  spx
• US Dept of Education Adolescent Literacy
  www.ed.gov/about/offices/list/ovae/pi/hs/reading.h
  tml
• Florida Center for Reading Research
• www.fcrr.org
• Alliance for Excellent Education
• www.all4ed.org

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For your time, energy, and for everything you do
to make Washington State an exemplary place to
get an education. YOU make the difference for
students every day! For more information Cheryl
A. Young, Ph.D. Barbara Tobias K-12 Reading
Specialist Reading Programs Manager OSPI OSP
I 360.725.6429 360.725.6058 Cheryl.young_at_k12.wa
.us Barbara.tobias_at_k12.wa.us