Bartow County School System RTI“A Bite at a Time”

SSTAGE Best Practices ConferenceJanuary 24, 2008Macon, GA

Who are we?

Bartow County School System

Northwest GA

Department of Exceptional Education

Wanda McPherson: SST/RTI Coordinator David Freeman: Lead School Psychologist Kim Funderburg: Lead Speech/Language Pathologist

System Demographics

Pre-K Center 12 Elementary Schools – K-5 4 Middle Schools 3 High Schools Number of Students in 2007: 14,176 Economically Disadvantaged: 47.00% Students with Disabilities: 14.00% English Language Learners: 4.00% Students in Student Support Team: 13%

Commendations:

Elementary Schools All Schools made AYP for 2006-2007 All 12 Elementary Schools earned

Distinguished Commendations for meeting AYP 3 or more years9 Title I3 Non – Title I

RTI – HOW?

“How do you eat an elephant?” “One bite at a time.”

First Bite: System RTI Goals

Success and Nothing Less ….. Big Dreams and Great Goals!!! Goals: To improve student achievement by:

Effectively intervening earlier and monitoring student progress Reducing number of referrals to SST Reducing number of referrals to Special education

Focus on SST Tier – data collection & progress monitoring Focused RTI staff development & implementation at 2 elementary

schools as part of school improvement plans Staff development & support from central level to other schools’

administration & leadership teams

Planning Process

Began 2006-2007 school year2006 - 2007: Training attended by RTI

leadership team: C. Shores; J. McCook; J. Wright;

May ’07: BOE appointed SST/RTI Coordinator – full year & Ex. Ed. Leadership

Summer: System RTI Team, Psychologists, & 2 Schools team attended 3 day training – J. Wright

Implementation

August ’07: Training of SST Coordinators; SLPs; Lead Sped. Teachers & Leadership

Curriculum Dept. – set Standard Protocols & Trained teachers in:Reading – Tiers 1 & 2Math – Tier 1Universal screenings – DIBELS

Developed staff development plan

STANDARDS BASEDINSTRUCTION

AND LEARNING

NEEDS BASEDINSTRUCTION & LEARNING:

STANDARD INTERVENTION PROTOCOLS

SSTTIER

SPECIALLYDESIGNED

INSTRUCTION

STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS

Tier 4Special Education

IEP

Tier 3 SST:Problem Solving Model

More Individualized – tutoring;Behavior plans; mentors;

Progress monitoring every 1-2 weeksTier 2

Small Group InstructionStandard Protocol ProcessProblem Solving Process

Progress monitoring every 2- 6 weeksTier 1

Core Curriculum: Research-based GPS Driven Instruction for All Students

Academic/Behavior/CommunicationDifferentiation; School-wide Behavior Expectations; Universal Screenings 3xs a year

Bartow County Pyramid of Interventions

3rd Bite: Implementing Scientifically Research Based Interventions Developed Intervention Bank – accessible through

School Psychologist webpage Assist schools in identifying students “at-risk” and

applying appropriate interventions: Inventory of Resources: Sidewalks; Road to the Code; Sound

Partners; Earobics; SRA – Reading Mastery; SRA – Corrective Reading; PALS; Computer Assisted Instruction – Study Island, Orchard

Assist schools in identifying who will implement the intervention with fidelity & integrity, how often & progress monitoring (DIBELS) Schools utilizing all personnel – Special Areas; administrators;

Paraprofessionals; Media Specialists; Schools have a more focused look at resources - PLC

Research-Based Strategies:

Classroom Instruction that Works - Robert Marzano, 2001

9 – Categories of Research-Based Strategies: Identifying Similarities & Differences Summarizing and Note Taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers

SST “Bite”

Looked at current files and determined what Tier Requested teachers be more objective and less subjective Meetings – emphasized problem Solving process: “None of is as

smart as all of us.” J. Wright Assess general concerns Review Strengths and weaknesses Looked at DATA Set measurable goals – 2 areas only Determine intervention and implementation Set next meeting date

Outcome – many were in Tier 2 or monitor status and have been dismissed

Fewer new SST referrals as compared to previous years

Bites of changes: SST Referrals

Must be based on DATA – multiple points Must have had sufficient time in lower tiers

– approximate 6 weeks at each Have implemented SRB interventions prior

to SST referral Established Guidelines for each referral –

Speech/Language; Academic; Behavior

Changing Roles:

SST/RTI Coordinator Speech/Language Pathologist Lead Special Education Teacher School Psychologist

The School Psychologist

Pencils and Pens for scoring tests and

signing paperwork.

“Clip-on tie” so aggressive kids and/or teachers can’t strangle

you.

Tape on glasses…gotta stay hip with the

kids, dawg

High waters:In case the

psychobabble gets too deep.

Hair slicked back…and over. Oil prevents

pulling hair out.

Belt pulled up hides fast food belly.

One arm longer than the other from years of

carrying test kits.

Let’s take a closer look…

School Psychologists help with…School Psychologists help with…

System DesignSystem Design

Team CollaborationTeam Collaboration

Serving Individual StudentsServing Individual Students

RTI: What Is the Role of a School Psychologist?

National Association of School Psychologists. 28 Sept. 2007 http://www.nasponline.org/advocacy/rtifactsheets.aspx.

Serving Individual StudentsServing Individual Students

Consult with teachers and parents regarding early intervention activities in the classroom and at home.

Help with progress monitoring strategies

Assist staff in interpreting data as part of the ongoing decision-making process.

Help utilize problem solving process

Working with team members to• set realistic goals• design appropriate instructional strategies• choose progress monitoring procedures

Staff Development Bite:

Book study for Administrators and SST Coordinators: Bender/Shores, 2007

RTI Overview Role of the School Psychologist Progress Monitoring Behavior Strategies in Tiers 1 & 2 Speech/Language Protocols @ Tiers 1 & 2 Building Vocabulary – Marzano’s book Research Based Interventions for Tiers 1, 2 & 3 RTI for All Learners – Culturally diverse

Progress MonitoringThere was an old lady who lived in a shoe…

There was an old lady who lived in a shoe…

She had so much data

She didn’t know what to do!

She had so much data

She didn’t know what to do!

Data Record Sheet (Must accompany SST referral)

Date_______________

Student ______________________ Grade _______ Referring teacher _______________ Summative Data Scores:

CRCT : Reading ____ELA ______Math _____SC______SS_______Year ________ ITBS/NPR: Reading ______Vocab_____Math_______Composite_____Year ________ EOCT: Subject/Score __________________; ______________________Year________

Formative Data Scores (current grades – indicate subject for secondary):

Reading (Language) ___________ Reading level (Lexile, Star, Guided Rd) _________ Math __________________ Science ________________ S.Studies _______________ DIBELS_______ ________ __________ Other __________________/________________

Tier 1 interventions (indicate: Academic/Behavior):

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Date implemented: _____________ to Date evaluated: __________________________

Results: (progress monitoring data points) _____________________________________

________________________________________________________________________

________________________________________________________________________

Tier 2 Interventions (in addition to Tier 1) (indicate: Academic/Behavior):

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Date implemented: _____________ to Date evaluated: __________________________

Results: (progress monitoring data points) _____________________________________

________________________________________________________________________

________________________________________________________________________

Summary of reason for referral: ___________________________________________

_______________________________________________________________________

Teacher’s Signature _____________________________________________

Target Student

Discrepancy 1: Skill Gap (Current Performance Level)

Avg Classroom Academic Performance Level

‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003)

Discrepancy 2:Gap in Rate of Learning (‘Slope of Improvement’)

Steven

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Sept Oct Nov Dec Jan Feb

School Weeks

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Tier 2: Strategic -PALS

Aimline= 1.50 words/week

Trendline = 0.55 words/week

Bart

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Tier 2: Strategic -PALS

Tier 3: Intensive - 1:1 instruction, 5x/week, Problem-solving Model to Target Key Decoding Strategies, Comprehension Strategies

Aimline= 1.50 words/week

Trendline = 0.95 words/week

DIBELS

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___/___/____ ___/___/____ ___/___/____ ___/___/____ ___/___/____ ___/___/____

Class

Grade

Student

Speech/Language

Procedures for each tier New Areas of Communication Checklist Emphasize comprehensive evaluation; interventions in

each area of concern & progress monitoring Committees for development of Standard Protocols at

lower tiers Staff Development for SST; Lead teachers; K & 1

teachers Changing role of SLP – emphasis on Collaboration

Standard Protocol Model – Tiers 1 & 2

Speech and Language Classroom Intervention Manual SRA Language for Learning Start In Story Builder Bridge of Vocabulary Sidewalks Earobics The Magic of Stories Power PAC Series

What About Behavior?

Tier 1

School-wide Behavior Plan5 Elementary EBIS schools3 School wide Positive Behavior TeamsOthers have school expectations in common

areas and Positively reinforce appropriate behaviors

Behavior Strategies

Teach a replacement behavior Allow the rowdy or bored student to teach part of a

lesson Group contingencies Prosocial skills training- values, cooperation, self-

awareness and helping skills Peer tutoring on behavior Make use of home-based reinforcement; Create a united

front Self-monitoring- have the student keep data on his/her

own behavior

Positive Interventions

Certificates and rewards – tied in with Character education Good calls/cards home Modeling Catch’em being good game Activity tables or centers Marble in the jar Points for good behavior I-Spy game Behavior notebooks or behavior logs Teacher appointed “me time” Success chains

Behavior Observations

Behavior Resources:

Behavior Report cards: www.interventioncentral.org

Behavior Intervention Manual – Hawthorne Educational Services

www.behavioradvisor.com - Dr. Mac’s Amazing Behavior Management Site

www.behaviordoctor.org - Laura A. Riffel, Ph.D.

Other Bites:

“8” Areas of Learning Developmental Checklist Articulation screener RTI Manual for District Implementation at Pre-K Center Additional: Handwriting Without Tears; Brain

based learning; Building Vocabulary Parents Guide to RTI

Next “bite”

Progress Monitoring tool for reading, math and behavior – AIMSweb

Educating community on RTI and what that means for parents with Parent Mentor & Parent Involvement Coordinators

Strengthen tier 2 for Math – Standard Protocols Acquire additional Speech/Language resources for all

tiers Ongoing additional interventions for Tier 3 in all areas Possible Standard Protocol for reading at Tier 3

Resource bites:

Response to Intervention – A Practical Guide for Every Teacher. Bender/Shores, 2007

RTI Toolkit – A Practical Guide for Schools. J. Wright, 2007 www.interventioncentral.org

The RTI Guide: Developing and Implementing a Model in Your Schools. J. McCook, 2006

GaDOE SSTAGE GCASE GOSSLP NASP

Resources Bites:

Intervention Central: www.interventioncentral.org Big Ideas in Beginning Reading (U of Oregon):

reading.uoregon.edu What Works Clearinghouse (US Dept of Education): www.w-w-c.org Isteep: http://isteep.com National Center for Student Progress Monitoring: www.studentprogress.org National Research Center on Learning Disabilities, www.nrcld.org National Association of school Psychologists, www.nasponline.org Busy Teacher’s Café: http://busyteacherscafe.com/ Math probes: http://www.updc.org/ Scientifically Based Research: http://www.gosbr.net/ K-8 Access Center http://www.k8accesscenter.org/ Best Evidence http://www.bestevidence.org/ Handwriting Without Tears: http://www.hwtears.com/ www.speechlanguage.com

“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”--Wright (2005)

“Never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it is the only thing that ever has.” –Margaret Mead, U.S. anthropologist