building rti capacity
Post on 12-Jan-2015
379 Views
Preview:
DESCRIPTION
TRANSCRIPT
© 2013 University of Texas System/Texas Education Agency
Response to intervention: What is it, and what does it mean for secondary schools?
2013 Texas ACE Conference
Austin, TX
August 8, 2013
2
Definition of RTI
© 2013 University of Texas System/Texas Education Agency
“RTI is the practice of
From: National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author.
(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 education decisions. These three components of RTI are essential.”
3
Key components of RTI
© 2013 University of Texas System/Texas Education Agency
• All students receive high-quality core content area instruction.
• All students are screened to identify those who are making adequate grade-level progress and those who are falling behind and at risk for learning difficulties.
• At-risk students are provided with immediate, evidence-based intervention instruction.
• At-risk students’ progress is monitored frequently to ensure the intervention is meeting their needs.
• Professional development is provided to educators to enhance the instruction and intervention they provide.
4
A Four-Legged Stool for RTI
Student Success
Ass
essm
ent
Inst
ruct
ion
Inte
rven
tio
n
Pro
fess
ion
al D
evel
op
men
t
5
Differentiated instruction IS NOT:
– Using only whole-class instruction
– Using small groups that never change
– Using the same reading text with all students
– Using the same independent seatwork assignments for the entire class
Differentiated instruction IS:
– Using assessment data to plan instruction and group students
– Teaching targeted, small groups
– Using flexible grouping (changing group membership based on student progress, interests, and needs)
– Matching instructional materials to student ability
– Tailoring instruction to address student needs
RTI instruction = Differentiated instruction
6
A 3-Tier Intervention Model • Is an example of a multi-tiered RtI model
• Is based on prevention models from the health field
• Provides an instructional framework for preventing learning difficulties
• Can be used with any scientifically-based content area program
• Focuses on instruction that uses scientific research-based core and intervention programs
7
A 3-Tier Model (cont.) • Uses assessment data to drive specially
designed (differentiated) instruction for all students
• Identifies struggling or at-risk students
• Provides at-risk students with additional instruction/intervention support
• Provides professional development to enhance teachers’ knowledge and skills in preventing learning difficulties
8
A 3-Tier Model: Overview Tier I: Core classroom instruction that all students receive, assessment of student progress three times per year, and ongoing professional development Tier II: Intervention (additional instruction) and frequent progress monitoring (e.g., every 2 weeks) that struggling learners receive Tier III: More intensive intervention and frequent progress monitoring (e.g., every 2 weeks) that students with extreme learning difficulties receive after not making adequate progress in Tiers I and II
9
How do we intensify intervention?
Increase scaffolding (steps) to close gaps in skills
Increase the opportunities for students to receive immediate corrective feedback
• Smaller group • Quicken the lesson pace
Increase the amount of time in the intervention session
Increase the duration of the intervention period
10
Who provides instruction in each tier ?
• Classroom teachers provide Tier I core classroom content area instruction for all students.
• Each school determines who teaches students in Tier II (e.g., classroom teacher, specialized teacher, special education teacher) and Tier III intervention (e.g., specialized teacher, special education teacher).
11
I
II
III Core classroom instruction
All students
Strategic Intervention
Approximately 20–30% of students
Intensive intervention
Approximately 5–10% of students (May include
special ed students)
A 3-Tier Model for Intervention
12
Key elements of Tier I instruction
• Core content area instruction that focuses on the grade-specific essential components
• Research-based instructional practices
• Systematic assessment of ALL students three times per year
• Ongoing professional development to provide teachers with the necessary tools to ensure every student receives high-quality instruction
13
Teachers use assessment data to form instructional groups • Flexible grouping means grouping and
regrouping students based on their progress, interests, and changing needs.
• Groups can be formed within a class, within a grade, and across grades.
14
High-quality Tier II intervention
• Targets struggling learners (e.g., identified by assessments given three times per year)
• Includes additional, targeted instruction in the essential components that have the highest impact on student learning
• Involves frequent progress monitoring (e.g., every 2 weeks)
• Uses assessment data to inform instruction (e.g., grouping, planning/delivering effective lessons, scaffolding instruction)
15
Tier II intervention differs from Tier I instruction
• Tier II intervention is more explicit, systematic, intensive, and supportive with struggling learners receiving more instructional time (e.g., an additional 30 minutes) than regular Tier I classroom instruction.
• Tier II is conducted with small, same-ability groups within or outside the classroom setting.
• Tier II instruction involves frequent progress monitoring (e.g., every 2 weeks) to track student progress and inform instruction.
16
Use grouping formats recommended for each tier • Tier I: A variety of grouping formats (e.g., individual,
pairs, small groups, and whole group)
• Tier II: Same-ability small groups (e.g., three to five students)
• Tier III: Same-ability small groups of three students or fewer, depending on student needs
17
Teachers use progress monitoring assessment data to inform intervention
• Grouping students
• Setting individual student goals
• Planning targeted instruction
• Scaffolding instruction
18
Implementation Challenges in Secondary Schools
© 2013 University of Texas System/Texas Education Agency
19
Challenges for each component
• Assessment
• Instruction
• Intervention
• Professional development
© 2013 University of Texas System/Texas Education Agency
20
Challenges: Assessment
Identifying assessments Universal screener/benchmark
Progress monitoring (intervention)
Administering assessments [Who will do it? When do we teach them how? When do we assess (calendar)]
How do results inform our instruction?
© 2013 University of Texas System/Texas Education Agency
21
Challenges: Instruction
Instructional Scrutiny Research-based vs. traditional practices
Reading instruction across the content areas
Using assessment information to inform instruction Forming groups
Designing differentiated instruction
Focusing on individual student needs
© 2013 University of Texas System/Texas Education Agency
22
Instruction: Key features • Providing explicit instruction • Scaffolding student instruction • Maximizing student engagement • Holding high expectations • Classroom management
23
Classroom Management
Positive Behavior Support (PBS) system
Implementing small groups
Using work stations/centers
Establishing routines
Dealing with transitions
© 2013 University of Texas System/Texas Education Agency
24
Challenges: Intervention Scheduling additional intervention time
Selecting intervention programs/strategies to meet identified student needs
Identifying and supporting interventionists
Establishing intervention entry/exit criteria for each tier of intervention
Documenting students’ responses to intervention
Collaborating with students’ other teachers
© 2013 University of Texas System/Texas Education Agency
25
Tool: Collaborative Instructional Log
• Facilitates communication among educators who work with a student
• Documents an intervention plan and student’s responses over time
• Includes short term goals and strategies taught
• Provides progress monitoring data
© 2013 University of Texas System/Texas Education Agency
26 © 2013 University of Texas System/Texas Education Agency
©2007 The University of Texas at Austin page 1 of 2
Collaborative Instructional Log
Student: ________________________________________ Grade: ________ Homeroom Teacher: _______________________________
Baseline/Current Reading Assessment
Annual Reading Goals
Comprehensive Reading Instruction
Special Education Individualized Education Program (IEP)
Instrument: _________________ Date: ______________________ PA: ________________________ Phonics: ____________________ Fluency: ____________________ Vocabulary: _________________ Comprehension: _____________
Intervention Exit Criteria:
Program: ____________________ Teacher: _____________________ Amount of Time: ______________ Time of Day: _________________ ____ daily Other: ___________
Specially Designed Instruction:
Comprehensive Reading Instruction Setting:
Intervention Setting: Group:
Intervention Period
Priority Intervention Strategies
Teacher(s) Responsible
Notes on Student Response Progress Monitoring Assessment Data
(dates)
(schedule)
Progress Goals
PA ______ CO ______ PH ______ VO ______ FL ______
(score/benchmark/status)
PA ____/____/____ PH ____/____/____ FL ____/____/____ CO ____/____/___ VO ____/____/____
Intervention Period
Priority Intervention Strategies
Teacher(s) Responsible
Notes on Student Response Progress Monitoring Assessment Data
(dates)
(schedule)
Progress Goals
PA ______ CO ______ PH ______ VO ______ FL ______
(score/benchmark/status)
PA ____/____/____ PH ____/____/____ FL ____/____/____ CO ____/____/___ VO ____/____/____
27
Challenges: Professional Development
Using data to identify PD needs
Developing a PD plan (district and campus) that builds teachers’ knowledge and expertise
Scheduling PD Basic, “just-in-time,” and refresher sessions
Job-embedded, PLCs
Staffing changes
Providing follow-up to support new practices
Evaluating PD impact on student outcomes
© 2013 University of Texas System/Texas Education Agency
28
PD Topics
Providing effective, explicit instruction Research-based instruction and intervention strategies Using assessment data to form student groups and inform instruction Administering assessment measures (BOY, MOY, EOY, & PM) Providing interventions as designed
29
Challenges: Implementation Scheduling/finding time
• For interventions
• For teacher collaboration
Classroom management
Developing a data management system
“Bird-dogging” the RTI implementation plan
Allocating resources to meet student needs
© 2013 University of Texas System/Texas Education Agency
30
Walk the RTI Talk…
• Hold high expectations
• Accept no excuses
• Be patient: “baby steps” first
• Support life-long learners
• Communicate positive examples
• BUILD CAPACITY!
31
Contact Information
Pamela Bell, Ph.D. Pam.Bell@austin.utexas.edu
Building RTI Capacity Web site
http://buildingRTI.utexas.edu
Collaborative Instructional Log http://buildingrti.utexas.org/PDF/At_Risk_log.pdf
© 2013 University of Texas System/Texas Education Agency
top related