Title: Creating Systems: K12 Reading Model and Response to Intervention RTI
1Creating 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
2Purpose
- 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.
3Objectives
- 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.
4RTI
- 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
5What 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
6Why 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
7Major Components of the K-12 Reading Model
- Standards
- Assessment
- Instruction and Intervention
- 3 Tiers
- Programs/resources
- Leadership
- System-wide Commitment
- Personnel
- Scheduling
8K 12 Reading Model and 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
9Three-Tiered Intervention
- Washington State K-12 Reading Model
10Response 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.
11Why 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
12Response 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
13Response 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.
14Overview
15Become 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)
16Major Components of the K-12 Reading Model
- Standards
- Assessment
- Instruction and Intervention
- 3 Tiers
- Programs/resources
- Leadership System-wide Commitment
- Personnel
- Scheduling
17System-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
18Introduction 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
19Dig-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
20Major Components of the K-12 Reading Model
- Standards
- Assessment
- Instruction and Intervention
- 3 Tiers
- Programs/resources
- Leadership System-wide Commitment
- Personnel
- Scheduling
21Standards
- 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
22Washington 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.
23The 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
24Understanding 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
25Assessing 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
26Major Components of the K-12 Reading Model
- Standards
- Assessment
- Instruction and Intervention
- 3 Tiers
- Programs/resources
- Leadership System-wide Commitment
- Personnel
- Scheduling
27 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
28 Assessment System
- Multiple measures
- Screening assessments
- Progress Monitoring assessments
- Diagnostic or Targeted assessments
- Outcome assessments
291) 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?
30Implementation 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
31Universal Screening Math example
32Universal Screening Math example
33 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
34Words Read Correct
X
X
X
35X
X
X
X
X
X
X
Words Read Correct
X
X
X
X
X
X
X
X
X
36Implementation 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
373) 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
38Implementation 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)
394) 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)
40Implementation for Secondary Reading Plan (pilot)
- Outcome Measures
- WASL
- Fluency (Read Naturally 4th grade passages)
- Woodcock Reading Mastery Test Revised
41WASL
- Remember big picture to smaller picture
- WASL
- Comprehension
- Vocabulary
- Fluency
- Decoding
- Phonemic Awareness
42Four Possible Types of Students
Fluency difficulties may exist within any
section.
43Using Assessment Data to Determine Placement
- Outcome
- WASL
- Screener
- Fluency
- Achievement
- Woodcock Reading Mastery Test-Revised
44Placement Decisions
Fluency difficulties may exist within any
section.
45Examine Assessment Results
46Placement Decisions
Fluency difficulties may exist within any
section.
47So, now what?
48Using 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
49What 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?
50Placement Decisions
51Your Turn!
52Using 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
53Tools 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!!!
54Data-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
55A Problem Solving Process
56Major Components of the K-12 Reading Model
- Standards
- Assessment
- Instruction and Intervention
- 3 Tiers
- Programs/resources
- Leadership System-wide Commitment
- Personnel
- Scheduling
57Three-Tiered Intervention
- Washington State K-12 Reading Model
58Tier 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
59Tier 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
60Strategic 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)
61Programs/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
62Tier 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
63Tier 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
64 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
65Programs/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)
66Major Components of the K-12 Reading Model
- Standards
- Assessment
- Instruction and Intervention
- 3 Tiers
- Programs/resources
- Leadership System-wide Commitment
- Personnel
- Scheduling
67Seven 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
68Seven 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
69Table 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.
70Self 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?
71Self 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? -
72Major Components of the K-12 Reading Model
- Standards
- Assessment
- Instruction and Intervention
- 3 Tiers
- Programs/resources
- Leadership
- System-wide Commitment
- Personnel
- Scheduling
73System-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
74 Figure 1
75Calculating the math
76Developing 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.
77Bell Schedule Example
78Other 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.
79High 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
80Same 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
81Same 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
82Same 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?
83RTI 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.
84Parent 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).
85Using 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
86Resources
- 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
87More 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
88For 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