rti models for at-risk students in an urban setting

RtI Models for At-Risk RtI Models for At-Risk Students in an Urban Students in an Urban

SettingSetting

RtI Models for At-Risk RtI Models for At-Risk Students in an Urban Students in an Urban

SettingSetting

Chenai OkammorVP – National Accounts

Pearson Curriculum, Digital

March 11, 2009Pacific Executive Forum

Urban Districts????Urban Districts????Urban Districts????Urban Districts????

• Diversity• Cultures• Languages• Stake Holders• Income levels

• Complex Levels of Decision Makers

Current Current AccountabilitiesAccountabilities

Current Current AccountabilitiesAccountabilities

State Tests, CSTs, NAEP, AYP, State Tests, CSTs, NAEP, AYP, Subgroups, Subgroups,

Differentiated AccountabilityDifferentiated Accountability

Guiding Policies Guiding Policies (Punitive?)(Punitive?)

Guiding Policies Guiding Policies (Punitive?)(Punitive?)

NCLBNCLB

State StandardsState Standards

District FrameworksDistrict Frameworks

21st Century Skills Framework

The Dorrington Group

Guiding PracticesGuiding Practices Evidence-Based Instructional Evidence-Based Instructional

PracticesPractices

Guiding PracticesGuiding Practices Evidence-Based Instructional Evidence-Based Instructional

PracticesPractices

Assessing the Special Ed Assessing the Special Ed Referral SystemReferral System

RtI is BornRtI is Born

Assessing the Special Ed Assessing the Special Ed Referral SystemReferral System

RtI is BornRtI is BornThe HistoryThe History

Within the 1Within the 1stst 25-30 years of EHA – Special 25-30 years of EHA – Special Education #s had balloonedEducation #s had ballooned

Failure to achieve at grade level was too often Failure to achieve at grade level was too often understood only in the context of something understood only in the context of something

being wrong with the student. Insufficient being wrong with the student. Insufficient systemic attention was directed at general systemic attention was directed at general education programs for addressing poor education programs for addressing poor

academic performance.academic performance.

Why RtI?:Why RtI?: Failure of Pre-Referral Failure of Pre-Referral

InterventionsInterventions

Why RtI?:Why RtI?: Failure of Pre-Referral Failure of Pre-Referral

InterventionsInterventions

Why RtI?:Why RtI?:Overrepresentation and Overrepresentation and

DisproportionalityDisproportionality

Why RtI?:Why RtI?:Overrepresentation and Overrepresentation and

DisproportionalityDisproportionality

Response to Intervention Response to Intervention (RtI): (RtI):

Problem-Solving ApproachProblem-Solving Approach

Response to Intervention Response to Intervention (RtI): (RtI):

Problem-Solving ApproachProblem-Solving Approach

Construction Team

• General Ed teachers• Special Ed Teachers• Students• Parents• Literacy Coach• Site/District

Administrators• Instructional Aides• School Psychologist• ELL/ESL/ELD Teacher

The Blueprint:The Blueprint:Creating an Effective RtI Creating an Effective RtI

ModelModel

The Blueprint:The Blueprint:Creating an Effective RtI Creating an Effective RtI

ModelModel

The Blueprint:The Blueprint:RtI Features and RtI Features and

AttributesAttributes

The Blueprint:The Blueprint:RtI Features and RtI Features and

AttributesAttributes

• High Quality Classroom Instruction• Early Identification & Intervention• Multiple Tiers of Intervention• Differentiated, Individualized Interventi

on Curriculum• Ongoing Progress Monitoring • Problem-Solving Approach• Document Intervention Plan and Fidelit

y of its Implementation

The Blueprint:The Blueprint:Creating an Effective RtI Creating an Effective RtI

ModelModel

The Blueprint:The Blueprint:Creating an Effective RtI Creating an Effective RtI

ModelModel

Science Based CORE

Valid and ReliableSCREENING

High Quality & Relevant

PROFESSIONALDEVELOPMENT

District/SchoolINTERVENTION

The Foundation:The Foundation:High Quality Classroom High Quality Classroom

InstructionInstruction

The Foundation:The Foundation:High Quality Classroom High Quality Classroom

InstructionInstruction

THE CORE MATERIALS OR SOLUTIONS

Response to Intervention Response to Intervention (RtI): (RtI): Content Standards & Content Standards &

Core InstructionCore Instruction

Response to Intervention Response to Intervention (RtI): (RtI): Content Standards & Content Standards &

Core InstructionCore Instruction

The Frame:The Frame:Universal Screening for Universal Screening for Early Identification & Early Identification &

InterventionIntervention

The Frame:The Frame:Universal Screening for Universal Screening for Early Identification & Early Identification &

InterventionIntervention

Response to Intervention Response to Intervention (RtI): Universal Diagnostic (RtI): Universal Diagnostic

ScreeningScreening

Response to Intervention Response to Intervention (RtI): Universal Diagnostic (RtI): Universal Diagnostic

ScreeningScreening

Exterior Walls:Exterior Walls: Multi-Tiered Model of School Multi-Tiered Model of School

SupportsSupports

Exterior Walls:Exterior Walls: Multi-Tiered Model of School Multi-Tiered Model of School

SupportsSupports

THE INTERVENTIONS

Response to Intervention Response to Intervention (RtI): Multiple Tiers of (RtI): Multiple Tiers of

InterventionIntervention

Response to Intervention Response to Intervention (RtI): Multiple Tiers of (RtI): Multiple Tiers of

InterventionIntervention

RtI – Every TierRtI – Every Tier Use Data to Design Custom Use Data to Design Custom

Intervention PlansIntervention Plans

RtI – Every TierRtI – Every Tier Use Data to Design Custom Use Data to Design Custom

Intervention PlansIntervention Plans

Reading Comprehension Problem Areas

•Cause and Effect•Making Predictions•Drawing Inferences

The Roof:The Roof:The Roof:The Roof:

THE PROFESSIONAL DEVELOPMENT

Response to Intervention Response to Intervention (RtI): (RtI):

Staff Development to Build Teacher Staff Development to Build Teacher CapacityCapacity

Response to Intervention Response to Intervention (RtI): (RtI):

Staff Development to Build Teacher Staff Development to Build Teacher CapacityCapacity

RtI – Every TierRtI – Every Tier Use Data to Design Professional Use Data to Design Professional

DevelopmentDevelopment

RtI – Every TierRtI – Every Tier Use Data to Design Professional Use Data to Design Professional

DevelopmentDevelopment

Reading Comprehension Problem Areas

•Cause and Effect•Making Predictions•Drawing Inferences

Response to Intervention Response to Intervention (RtI):(RtI):

Ongoing Progress Monitoring (PD)Ongoing Progress Monitoring (PD)

Response to Intervention Response to Intervention (RtI):(RtI):

Ongoing Progress Monitoring (PD)Ongoing Progress Monitoring (PD)

Using Technology to Using Technology to Enhance RtIEnhance RtI::

Model Technology Model Technology SupportsSupports

Using Technology to Using Technology to Enhance RtIEnhance RtI::

Model Technology Model Technology SupportsSupports

RtIRtIWaterford and Waterford and SuccessmakerSuccessmaker

RtIRtIWaterford and Waterford and SuccessmakerSuccessmaker

Using Technology to Using Technology to Enhance RtIEnhance RtI::

Model Technology Model Technology SupportsSupports

Using Technology to Using Technology to Enhance RtIEnhance RtI::

Model Technology Model Technology SupportsSupports

Waterford Early Learning Waterford Early Learning Program: Objective-Based Program: Objective-Based

Sequencer in Action Sequencer in Action

Waterford Early Learning Waterford Early Learning Program: Objective-Based Program: Objective-Based

Sequencer in Action Sequencer in Action

Waterford Early Reading Waterford Early Reading Program: Program:

Class Summary ReportClass Summary Report

Waterford Early Reading Waterford Early Reading Program: Program:

Class Summary ReportClass Summary Report

Waterford Early Math & Waterford Early Math & Science: Science: Individual Student Individual Student

ReportReport

Waterford Early Math & Waterford Early Math & Science: Science: Individual Student Individual Student

ReportReport

RtIRtIWaterford – At All Waterford – At All

Three TiersThree Tiers

RtIRtIWaterford – At All Waterford – At All

Three TiersThree Tiers

• Weisz Tuscon Clip

Waterford SuccessWaterford SuccessWaterford SuccessWaterford Success

Using Technology to Using Technology to Enhance RtIEnhance RtI::

Model Technology Model Technology SupportsSupports

Using Technology to Using Technology to Enhance RtIEnhance RtI::

Model Technology Model Technology SupportsSupports

RtIRtISuccessful Planning Successful Planning

with SMewith SMe

RtIRtISuccessful Planning Successful Planning

with SMewith SMe

SuccessMaker Enterprise:SuccessMaker Enterprise:Initial Placement MotionInitial Placement Motion

SuccessMaker Enterprise:SuccessMaker Enterprise:Initial Placement MotionInitial Placement Motion

Cou

rsew

are

Level

7.0+

6.5

6.0

5.5

5.0

4.5

4.00 50 100 150 175 200 225 275 300

4.50

6.15

6.82

Diagnostic Exercises

SuccessMaker Enterprise:SuccessMaker Enterprise:Cumulative Performance Cumulative Performance

ReportReport

SuccessMaker Enterprise:SuccessMaker Enterprise:Cumulative Performance Cumulative Performance

ReportReportTotal Gain

TotalTime

Exercises Correct

ClassAverage

Specific Skill

Specific Students

SuccessMaker Enterprise: SuccessMaker Enterprise:

Grouping by Areas of Grouping by Areas of DifficultyDifficulty

SuccessMaker Enterprise: SuccessMaker Enterprise:

Grouping by Areas of Grouping by Areas of DifficultyDifficulty

Plumbing, Lighting, & Plumbing, Lighting, & Electrical:Electrical:

Plumbing, Lighting, & Plumbing, Lighting, & Electrical:Electrical:

YOUR STAKEHOLDERS

Technical Services• Implementation services

• On-site support

• Telephone support

Professional Services• Professional development

• Consulting services

• Training services (Online and On-Site)

Pearson Curriculum, Digital: Pearson Curriculum, Digital:

Service and SupportService and Support

Pearson Curriculum, Digital: Pearson Curriculum, Digital:

Service and SupportService and Support

SuccessMaker Enterprise: SuccessMaker Enterprise: Forecasting High Stakes Forecasting High Stakes

Test ResultsTest Results

SuccessMaker Enterprise: SuccessMaker Enterprise: Forecasting High Stakes Forecasting High Stakes

Test ResultsTest Results

Analysis of over 10,000 students performance on state assessments (FL, MI, MO, NC, OH, and CA) showed a consistent, strong statistical correlation (.60 - .80 correlation coefficient) between SuccessMaker Foundations courseware levels and scale scores on criterion-referenced and norm-referenced assessments.

Performance by Strand

OverallAchievemen

t

SMe Individual Course ReportSMe Individual Course ReportReading AdventuresReading Adventures

SMe Individual Course ReportSMe Individual Course ReportReading AdventuresReading Adventures

RecentScore

Cumulative

Score

RtIRtIThe Tucson Study The Tucson Study

(WF)(WF)

RtIRtIThe Tucson Study The Tucson Study

(WF)(WF)

Response to Response to InterventionIntervention

(RtI)(RtI)

Response to Response to InterventionIntervention

(RtI)(RtI)

THANK YOU