Welcome Back

Kaskaskia Special Education District

RTI Workshop

Day 2

July 24, 2008

Response to Intervention Marica Cullen, Illinois State Department

of Education Ellen Hunter, Private Consultant Allison Layland, Center for Research on

Learning

RTI

Interventions Primary Level

High quality, scientifically based general instruction

Core curriculum Effective strategies

Primary Level Overall reading and math instruction

embedded throughout content instruction

Content enhancement strategies to ensure content mastery

Progress monitoring and adjustments in instruction as needed

Secondary Level Applies to students who demonstrate

inadequate progress through progress monitoring despite receiving high quality instruction and strategies.

Interventions are specific to needs Provided in addition to general instruction Small group (3 to 5 students) Progress monitor frequently to determine

response

Tertiary Level Applies to those that have low response

to interventions provided in the small group

More intensive in time and frequency More frequent progress monitoring Could be special education, but does

not have to be

One example Content Literacy

The listening, speaking, reading, writing,and thinking skills and strategies required to learn in each academic discipline.

These skills are applied across content areas.

Example of RtI

Ken Geisick, Ed.D.

Riverbank High School Principal

Peggy Graving-Reyes

National Site Coordinator, Midwest CLC Research Project

CLC/SIM Professional Developer, KU Center for Research on Learning

Silvia DeRuvo

Program Associate

California Comprehensive Center at WestEd

Riverbank High School Story Implementing the Content Literacy Continuum

Thinking about the curriculum:

Knowledge and Outcomes

Thinking About the Curriculum... Knowledge

Course Critical Content

The CLC says…The CLC says… Each member of a secondary staff has

unique (but very important) roles relative to literacy instruction

While every content teacher is not a reading teacher, every teacher instructs students in how to read and process content.

Instructional coaches may be necessary but aren’t sufficient.

Some students require more intensive, systematic, explicit instruction of content, strategies, and skills

Content Literacy “Synergy”

Improved Literacy

CONTENT CLASSES

Level 1. Enhanced Content Instruction

TIER I

CONTENT CLASSES

Level 2. Embedded Strategy

Instruction

TIER I

Level 3. Intensive Strategy

Instruction

• strategy classes

• strategic tutoring

Level 4. Intensive Basic Skill Instruction

KU-CRL CLC- Lenz, Ehren,& Deshler, 2005

Level 5. Therapeutic Intervention

Foundational language competencies

Proficient readers have Background knowledge Text/Knowledge structure Vocabulary Learning strategies Fluency Sight word vocabulary Word Recognition

Proficient readers have Background knowledge Text/Knowledge structure Vocabulary Learning strategies Fluency Sight word vocabulary Word Recognition

Primary LevelLevels 1 and 2

Tertiary LevelLevels 3, 4 and 5

Secondary LevelLevels 2 and 3

SUBJECT MATTER

STRATEGIES

Enhance content instruction Tier I: Universal Instruction in

CERs

Embedded strategy instruction Tier 1:

Universal Instruction in Learning Strategies (LS)

Intensive strategy instruction

Tier II: Targeted Interventions in LS (Short Term)

Tier III: Specialized Treatments in LS (Long Term)

Intensive basic skill instruction Tier II: Target Interventions (Short Term)Tier III: Specialized Treatments (Long Term)

Therapeutic intervention Tier III: Specialized Treatments

SKILLS

HIGHER ORDER

LANGUAGE

1

2

3

4

5

LEVELS

Primary

A Continuum of Literacy Instruction(Content Literacy Continuum -- CLC)

Level 1: Enhanced content instruction (mastery of critical

content for all regardless of literacy levels)

Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)

Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences -4th & above)

Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the PreK-3rd: decoding, fluency…)

Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)

Planning & Organizing

Course OrganizerUnit OrganizerLesson Organizer

Exploring Text, Topics, &

DetailsFraming RoutineSurvey RoutineClarifying Routine

Order Routine

Teaching Concepts

Concept Mastery RoutineConcept Anchoring RoutineConcept Comparison Routine

Increasing Performance

Quality Assignment RoutineQuestion Exploration RoutineRecall Enhancement Routine

Content Enhancement Teaching Routines

Acquisition

• Word Identification

• Paraphrasing

• Fundamentals of Summarizing & Paraphrasing

• Self-Questioning

• Visual Imagery

• Word Mapping

• Interpreting Visuals

• Multipass

Storage

• First-Letter Mnemonic

• Paired Associates

• Listening/Notetaking

• Vocabulary

Expression of Competence

• Sentence Writing (Fundamentals and Proficiency)

• Paragraph Writing

• Error Monitoring

• Theme Writing

• Assignment Completion

• Test-Taking

• Essay Test Taking

Learning Strategies

Cooperative Thinking

THINK Strategy -problem solving

LEARN Strategy -learning critical information

BUILD Strategy -decision-making

SCORE Skills -social skills for cooperative groups

Teamwork Strategy

Slant -A classroom participation strategy Possible Selves -Motivational - Goal Setting Strategy

Community Building Series

Focusing Together

Following Instructions Together

Organizing Together

Taking Notes Together

Talking Together

Strategies for Strategies for Interacting with Others Interacting with Others

Intense Explicit InstructionPrimary Level I

Cue Do Review

Level 2 “I do it” (learn by

watching)

“We do it” (learn by sharing)

“You do It”(learn by practicing)

Secondary and Tertiary Level 3, 4, and 5

Pretest Describe

Commitment of student and teacher

Goals High Expectations

Model Practice and quality feedback

Controlled and advanced Posttest and reflect Generalize, transfer and apply

Intense Explicit Instruction

Riverbank High School Reports

High minority, high poverty, suburban/semi-rural

Implementation of CLC for 4 years. Gained over 100 points on California’s

Academic Performance Index (API) Exceeded growth targets for Latino

students, students with disabilities and English Learners

BREAK

More Examples

Rural Secondary Literacy Project

Ortega Middle School•Pilot project site•Developed and nurtured literacy leadership team•Full implementation Fall of 2007•Changed mastery schedule to include literacy classes for all students•Arranged classes into 3 Tiers•Trained staff for instructional participation •Purchased curriculum for intensive intervention classes•Used existing curriculum for targeted/strategic instruction•Purchased additional instruction resources for strategic instruction

Additional Adjustments

Merged Literacy team with RtI team Used coaching/training to further staff’s

understanding of reading/literacy Using program specific assessments to

monitor progress Purchased AIMsweb to intensify progrss

monitooring

Plans for Fall 2008

• Adjust master schedule to increase intensive instruction to a full 90 minutes daily

Group Work Time Part II and V

LUNCH

One District’s Journey Beginning data

District ranked 40th in the state in reading but 14th in math

Reading scores were stagnant or showed decline

Majority of English language learners had been in the district for more than 4 years, yet were unable to score proficient

Teachers’ Voices During the meet and confer process the

teacher suggested a district wide literacy goal tied to performance

All staff including classified staff would receive a monetary reward for improved reading performance

School Board set aside $100,000

District Literacy Committee Comprised of staff, parents, community

members, and had student representation

Developed a district literacy goal that aligned with RTI

Implementation seen as a 5 year plan

Mission and Vision Promote a literacy enriched culture where all learners

develop the ability to make meaning of various forms of information and use this information to become successful creative, innovative, critical thinkers and problem solvers.

To develop and implement a Literacy Continuum of Services that includes formative assessments and screenings, tiered effective interventions and scientific research based instructional practices across all content areas to improve student achievement in literacy.

Started small Increase the number of students from No

Score and Unsatisfactory to Partially Proficient by 10% or 7 students.

Increase the number of students from Partially Proficient to Proficient by 10% or 14 students.

Increase the number of students from Proficient to Advanced by 5% or 24 students.

Information Gathering Inventory of interventions to date

We had more than 10 interventions being used in the district with various levels of training, implementation and effectiveness.

Review of current research for all current interventions Identified those programs with the strongest

research. Changed the implementation of those programs

with least research-based effectiveness.

Information Gathering Elementary School:

DIBELS STAR BEAR Scantron EdPerformance consistently twice a year

Middle School: Scantron EdPerformance consistently once a year

High School: Scantron EdPerformance inconsistently

Screening ModelAll Students

Review CSAPGive:

Test of Silent Contextual Reading Fluency(TOSCRF)

Group OneProficient CSAP & Above 40%ile on TOSCRF

No further assessment at this timeTeach comprehension & vocabulary

Group TwoLow CSAP & Above 40%ile on TOSCRF

Give Test of Silent Word Reading Fluency(TOSWRF)

Group ThreeLow CSAP & Below 40%ile on TOSCRF

Give Test of Word Reading Efficiency (TOWRE)

Group Two ALow CSAP & Above 40%ile on TOSWRF

Monitor ProgressReview Test Taking Skills

Teach comprehension & vocabulary

Group Two BLow CSAP & Below 40%ile on TOSWRF

Give Test of Word Reading Efficiency (TOWRE)

Group Two B1/Group Three AAbove 33%ile on both TOWRE subtests

Provide Intervention with major emphasis on comprehension and minor decoding

Group Two B2/Group Three BBelow 33% on either TOWRE subtests

Provide intervention with major emphasis on decoding and minor comprehension

Response to InterventionIf progress is seen continue instruction until progress indicates intervention is no longer

needed.

Response to InterventionIf progress is not seen or is slow, increase the time and intensity of the intervention and if

warranted, give component specific diagnostic assessment and intensify intervention

Interventions-middle school Tier 1

Common Strategies for Vocabulary and Comprehension Tier 3

Tier 2 (Planned) Literacy Workshop as semester class

Vocabulary Through Morphemes Spellography Six-Minute Solution

Tier 3 Wilson Hampton Brown High Point LiPS

Interventions-high school Tier 1

Core Language Arts Program (McDougal Littell)

Tier 2 and 3 (18 students) Double block of Language Arts Wilson LiPS Advanced decoding-Rewards Bridges to Literature (McDougal Little)

Building a Literacy Culture District Literacy Specialist “Bus-braries” High School Student Literacy Group Community “hosts”

Results Post testing has been done and being

analyzed CSAP test results coming out More work to be done

BREAK

Fidelity From a researcher perspective

Dumas et al., 2001: “Fidelity is central to the validity of any intervention study and is closely related to the statistical power of outcome analysis.”

From a school system perspective Mellard & Johnson, 2008: Serves the purpose of

identifying areas of strength on which schools can build and areas of deficiency that need to be remediated.

Methods in Fidelity Direct Assessment

Operational Terms are specified in a checklist

Observations indicate number of components implemented

Considered the best practice Example: FCRR principal’s walk through

checklist

Mellard & Johnson, 2008

Methods in Fidelity Indirect assessment

Self-reports, rating scales, interviews, permanent products

Manualized treatments Step by step guide or checklist of

implementation Supporting materials needed

Mellard & Johnson, 2008

Frequency of Fidelity Checks Dependent upon

Experience level of the teacher Teacher request for support Class or group performance on progress

monitoring, screening, and other assessments

Referral rates

Mellard & Johnson, 2008

Support Systems Professional development and training

Formal opportunities for workshops and inservice training

Partnerships with mentors or coaches Resource allocation

Time Support materials Social structures Role changes

Mellard & Johnson, 2008

Qualities of High Quality Vision stated and shared Staff member roles defined Resources provided Process delineated

Frequency Criteria What’s next?

Mellard & Johnson, 2008

Internet Resources

Illinois State Board of Education website www.isbe.net/RtI_plan/default.htm

or www.isbe.net and search Response to

Intervention

Internet Resources

www.rti4success.org www.ideapartnership.org/page.cfm?pageid=

28 www.ilispa.org/ www.nasdse.org/projects.cfm?

pageprojectid=23 www.rrfcnetwork.org

Internet Resources

www.whatworks.ed.gov/ www.illinoisaspire.org/welcome/ www.studentprogress.org/ www.fcrr/org www.tctl.org/ www.promisingpractices.net/default.asp www.interventioncentral.com

Secondary Resources for RtI

www.centeroninstruction.org/ www.kucrl.org/cec2007/

Next Steps

Process Work towards full implementation

Team Approach Drive into general education thinking Every teacher, every student, ev

Group Work Time Parts VI and VII

Final Thoughts

(Kevin Rench)