RTI for Literacy: Strand A Leigh Rohde, M'Ed' Eileen Leavitt, M'Ed' February 6, 2009 - PowerPoint PPT Presentation

Loading...

PPT – RTI for Literacy: Strand A Leigh Rohde, M'Ed' Eileen Leavitt, M'Ed' February 6, 2009 PowerPoint presentation | free to view - id: 7c7ed-YWJiZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

RTI for Literacy: Strand A Leigh Rohde, M'Ed' Eileen Leavitt, M'Ed' February 6, 2009

Description:

A broad set of evidence-based systemic & individualized strategies ... Evidence-Based Literacy Curriculum. Materials and Supplies. A 3-Tier Approach. Level 2 ... – PowerPoint PPT presentation

Number of Views:74
Avg rating:3.0/5.0
Slides: 32
Provided by: Lei694
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: RTI for Literacy: Strand A Leigh Rohde, M'Ed' Eileen Leavitt, M'Ed' February 6, 2009


1
RTI for Literacy Strand ALeigh Rohde,
M.Ed.Eileen Leavitt, M.Ed.February 6, 2009
2
Support for NH RESPONDSis provided by the NH
Bureau of Special Education, NH Department of
Education under a grant from the US Department of
Education, Office of Special Education and
Rehabilitation Services
3
Overview of todays session
  • Introduction/Review of RTI
  • Working Definition
  • Core Concepts
  • NH RESPONDS
  • RTI for Literacy
  • Focus on Universal Tier
  • Team
  • Instruction

4
Guiding Principle Social Behavior and
Achievement are Linked
To improve the academic success of our children,
we must also improve their social success.
Academic and social failures are reciprocally
and inextricably related. As a result, systems to
support behavior and literacy should be
integrated.
5
RTIWhat Is It?
  • A systematic framework for improving social,
    emotional, behavioral academic outcomes
  • A broad set of evidence-based systemic
    individualized strategies
  • Collaborative teams use effective group processes
    data-based decision-making

6
RTI is based on
  • differentiated instruction
  • critical features and components at each level
  • Data-Based Decision-making

7
Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
8
The RTI model
  • Systematic approach/framework for meeting the
    needs of all children
  • Integrated school improvement model that is
    standards driven, proactive and incorporates both
    prevention and intervention
  • Effective at ALL levels and disciplines
  • Source IRA NASP NCLD NASDSE

9
Core Concepts of RTINH Literacy Action Plan
  • All students receive high quality instruction in
    their general education setting.
  • General education instruction is research based.
  • General education instructors and staff assume an
    active role in students assessment in that
    curriculum.
  • School staff conduct universal screening of
    academics and behavior.

10
Core Concepts of RTI NH Literacy Action Plan
  • Continuous progress monitoring of student
    performance occurs.
  • School staff implement specific research-based
    interventions to address the students
    difficulties.
  • School staff use progress-monitoring data to
    determine interventions effectiveness and to
    make any modifications as needed.
  • Systematic assessment is completed of the
    fidelity or integrity with which instruction and
    interventions are implemented.

11
Fidelity of Implementation
  • Without knowing whether an intervention was
    delivered in the way that research has shown it
    to be most effective, it is impossible to know
    the reason for the childs lack of progress.
  • Recognition Response Implementation Guide (2008)

12
A 3-Tier ApproachLevel 1
  • Primary prevention for the whole population
    100 - ALL Students
  • Differentiated instruction to reach 80-90 of
    students
  • The purposes of universal strategies are to
  • maximize achievement,
  • prevent future difficulty, and
  • increase positive interactions (success) with
    people and learning.

13
Differentiated Instruction in General Ed
Classrooms
Evidence-Based Literacy Curriculum
Classroom-Level Benchmark Assessment
Materials and Supplies
Literacy Instruction Universal Approaches
Universal Team and Processes
Content-Area Literacy Instruction
Professional Development
Progress Monitoring
14
A 3-Tier ApproachLevel 2
  • Increase opportunities for struggling students to
    succeed by providing additional time, strategies,
    approaches and tools
  • Structured secondary interventions to meet needs
    of at-risk youth through group interventions and
    targeted core instruction
  • Increased monitoring of targeted skills to
    measure intervention progress

15
Frequent Progress Monitoring
Targeted Team and Processes
Diagnostic Assessment
Literacy Instruction Targeted Approaches
Skill-driven Instruction
Professional Development
Strategies for Instruction
Small Group Instruction
16
A 3-Tier ApproachLevel 3
  • Targets the 1-5 who are not responding to Tier I
    and Tier II efforts.
  • Intensive strategies or programs delivered in
    small group or 11 in addition to core
    instruction
  • Increased monitoring of targeted skills to
    measure intervention progress
  • Student-centered and adapted to meet individual
    needs.

17
Intensive Team
Review of Assessment and Instruction
Literacy Instruction Intensive Approaches
System for Special Education Referral
Strategies for Instruction
Progress Monitoring
18
RTI Implementation Starts from Where You Are
  • Its a roadmap with a set of guiding principles
  • It requires buy-in and commitment from staff,
    administration and SD leadership

19
NH RESPONDS
  • Use Literacy Curriculum already in place
  • Use data management/progress monitoring systems
    already in place OR
  • Support to establish one
  • Identify programs/materials/strategies that will
    meet the needs of all the students, across the
    tiers.
  • NOT
  • Discard whats working
  • Pushing a particular program or method

20
Composition of the Universal School Leadership
Team by Role
  • Administrators
  • Curriculum/Assessment Director
  • General Education Classroom Teacher
  • Special Education Teacher
  • Behavior Specialist/Guidance/Psychologist
  • Reading/Literacy Specialist and/or Title I
    Coordinator
  • Family Member
  • Paraeducator

21
Roles of the Universal School Leadership Team
  • Lead the Universal System of RtI
  • Meet regularly
  • Identify key issues/concerns
  • Conduct a site analysis
  • Identify data management system (SWIS,
    Performance Pathways, district system)
  • Develop/revise the school-wide RtI program using
    current data

22
Roles of the Universal School Leadership Team
  • Actively communicate with staff members and
    families regarding the activities of the school
    team
  • Conduct staff meetings
    to ensure the understanding, implementation
    and maintenance of the school-wide RtI program
  • Serve as exemplars for staff and families

23
School-based teams must consider a shift from
  • Is there a discrepancy between intellectual
    ability and achievement?
  • to
  • Is the student successful with the current level
    of support, and if not, what additional support
    does the student need to be successful?
  • Source McIntosh, Chard, Boland, Horner, 2007)

24
Research Based Principles of RTI for Literacy
  • Very small groups or tutoring
  • Match between student and text level
  • Use of choice, texts interesting to students
  • Coordination with the core curriculum
  • Expert teachers delivering instruction
  • Time spent reading and writing
  • (Allington, 2008)

25
Sample 3-Tier Arrangement K-3 Reading Tier I
General Education for All Students
  • Scientific-based reading instruction and
    curriculum emphasizing 5 critical elements of
    beginning reading
  • Multiple grouping formats to meet student needs
  • Core instruction 90 minutes per day (or more)
  • Benchmark assessment at beginning, middle and end
    of the academic year
  • General education classroom/general education
    teacher
  • Ongoing professional development

26
Tier II Supplemental Instruction for Targeted
Students
  • For students identified with marked reading
    difficulties and who have not responded to Tier I
    efforts
  • Specialized scientifically based reading
    program(s) emphasizing the 5 critical components
    of beginning reading
  • Homogeneous small group instruction (13-5)
  • Minimum of 30 minutes per day in small group in
    addition to 90 minutes of core reading program
  • Progress monitoring (twice) a month on target
    skills to ensure adequate progress and learning
  • Setting designated by school (within or outside
    of general education class)
  • Personnel determined by school (classroom
    teacher, reading specialist, external
    interventionist)

27
Tier III Intensive Intervention for Students
with Individual Needs
  • For students identified with marked difficulties
    in reading or reading disabilities and who have
    not responded to Tier I and Tier II efforts
  • Sustained, intensive, scientifically based
    reading program(s) emphasizing the 5 critical
    components of beginning reading
  • Homogeneous small group instruction (11-3)
  • Minimum of two, 30 minute sessions per day in
    small group or 11 in addition to 90 minutes of
    core reading program
  • Progress monitoring (twice) a month on target
    skills to ensure adequate progress and learning
  • Appropriate setting designated by school
  • Personnel determined by school (classroom
    teacher, specialist, external interventionist)

28
Data Sources for Instructional Tiers
  • UNIVERSAL ASSESSMENT
  • All students are measured 3 times/year on a
    global measure of academic or functional
    performance
  • NWEA, DIBELS, PALS, CBM (AIMSweb)
  • TARGETED ASSESSMENT
  • Criteria is set to identify those falling
    behind at risk students receive more frequent
    measurement (e.g. monthly) of progress in
    identified academic area CBM, CBA, PM
  • INTENSIVE ASSESSMENT
  • Comprehensive assessment includes norm
    referenced tests and interpretation of progress
    data from Tier I and II

29
(No Transcript)
30
Personalized Instruction PreK-16
  • Assessment-Driven Tiered Model of Instruction and
    Intervention
  • Research Based Effective Practices Across Content
    Areas
  • A Classroom Instructional Model
  • Extended Learning Opportunities
  • Well-Defined System of Support for Struggling
    Readers and English Language Learners
  • Consistent Assessment and Evaluation
  • From NH PreK-16 Literacy Action Plan for the
    21st Century

31
Team Activity
  • RESPONDS Collaborative Team Checklist
  • Complete Checklist with present team
  • Action Plan/Decision log should reflect tasks
    necessary to form Universal Team
  • Each team should appoint one person to fill out a
    summary form to be collected
About PowerShow.com