implementing response to intervention in charter schools jennifer berger, ed.s. dia davis, m.a....
TRANSCRIPT
Implementing Response to Intervention
in Charter Schools
Jennifer Berger, Ed.S.
Dia Davis, M.A.
Betsy Lazega, Ed.S.
Outline
Overview of PS/RtI
Teams and Roles
Resource Mapping
Using Data to Drive Instruction/Intervention
Data- What, Why, When
Scheduling Intervention
Fidelity
Parent Involvement
Strengths and Weaknesses
RtI in Charter Schools
4
TIER I: Goal: 100% of students achieving or exceeding benchmarks
Tier I is considered effective if at least 80% or more of the students are meeting or exceeding benchmarks with access to Core/Universal Instruction.
Tier II: ( Core + Supplemental)For approximately 20% of students…to achieve (if below) or exceed (if at or above) benchmarks
Tier II is considered effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark or students are exceeding benchmarks).
Tier III (Core + Supplemental + Intensive Individual Instruction)For Approx 5% of Students…to obtain (if below) or exceed (if above) benchmarks
Tier III is considered effective if students increase needed skills or accelerate beyond expectations.
Adapted from Brian Gaunt
Includes:Academics, Behavior, and
Enrichment
Florida Law
6A-6.0331 General Education Intervention Rule
Schools must provide coordinated general
education intervention procedures for any student
who needs additional academic or behavioral
support to succeed in general education
classroom.
Tenants
Identify
Analyze
Select & implement research-
based interventions
Monitor the effectiveness
Traditionalvs.
Response to Intervention
L
Intervention
JL Intervention
JConsider ESETraditional
Intervention
JL Intervention
JL Intervention J Consider ESE
Ifnecessary
Response to Intervention
General Education
MonitorProgress
MonitorProgress
A Shift in Thinking
The central question is not: “What about the students is causing the
performance discrepancy?” but
“What about the interaction of the curriculum, instruction, learners and learning environment
should be altered so that the students will learn?”
This shift alters everything else
Ken Howell
9
How do you KNOW if instruction was working for all students?
Grade Level
Standard
StudentJa
red
RtI…
IS NOT:
• A way to avoid special education placement
• A hoop to jump through to ensure special education placement
IS:
• A process designed to maximize student achievement
• Focused on outcomes
• About student progress
Teams & Roles
Problem Solving Leadership Team (PSLT)
Professional Learning Community(PLC)/Teacher Team
Specialty PSLT/Tier 3 Team
Teams & Purpose
PSLT (Core):• School-wide
universal screeners, attendance data, behavioral data
Teacher Teams (Supplemental):• Grade level
assessments, grade level attendance, grade level behavior
Specialty PSLT (Intensive):• Student
assessment, behavior/attendance data and comparison data
Video- Teams
Resource Mapping
Resource Mapping
What is it?• The process of aligning resources to achieve goals
for student success at each level of support
Why do it?• Collaboratively establish an inventory of resources
available to our school to help students succeed
Where do we find resources?
Teachers
School
District
Community
What do you mean by “resource”?
People Materials Time Assessments Technology
Resource Mapping
Resource Maps are
created for academic
areas as well as for
behavior.
Resources available at
each tier level are included.
Resource Maps
Using Data to Drive Instruction/Intervention
Data Walls & Rooms
•Visually track student data to improve student academic achievement and group students based upon instructional need.
Purpose
•Data walls are sorted by grade level and/or subject area:•Each teacher on
the team has a different color post-it note.
•Student data are recorded on the post-it note and a representative from the PLC moves each student’s post-it note to reflect their progress.
Construction
..
23
School-wide Data Room
Science School-wide Goal from School Improvement Plan
25
The graph is created based on the measures of the test. In this example, we marked the proficiency line as given by the district as
well as our own “target” line.
Proficiency line
School Target
26
Classroom-based DRA Data Wall
Secondary Electronic Data Wall
INTERPRETING THE DATA WALL
Overagefor
GradeChron
AgeFCAT DSS Rdg
2008 - 2009FCAT Level
Rdg 2008 - 2009
Performanceon FAIR
FCAT DSS Math
2008 - 2009
FCAT Level Math
2008 - 2009UnEx. Abs
Suspen-sions
District GPA
Total Credits Earned
Under Agefor Grade
Rdg DSS Ranges for
Levels 4 and 5Level 4 or 5 Under Age
for GradeMath DSS Ranges for
Levels 4 and 5 4.0 or >
NoAppropriate
Agefor Grade
Rdg DSS Range for Level 3 Level 3 PRS or FSP
≥ 85Appropriate
Agefor Grade
Math DSS Range for
Level 30 to 5 0 to 5 3.0 to
3.99
Yes 1 Year Over Agefor Grade
Rdg DSS Range for Level 2 Level 2
PRS or FSPBetween 16
and 84
1 Year Over Age
for Grade
Math DSS Range for
Level 26 to 10 6 to 10 2.0 to
2.99
2 Yrs or More
Over Agefor Grade
Rdg DSS Range for Level 1 Level 1 PRS or FSP
≤ 15
2 Yrs or More Over
Agefor Grade
Math DSS Range for
Level 111 to 15 11 to 15 1.0 to
1.99
16 or more
16 or more 0 to .9
Det
erm
ined
by
the
time
of t
he s
choo
l yea
r.
Click..\Virtual Data Wall.wmv to Play
Video of Virtual Data Wall Using and Interactive Smart Board
Setting Goals
Identify the intervention goal or target that you want the student to attain.
Goals in tiers 2 & 3 should be short term (e.g., next benchmark assessment period).
Goals have 2 components:• 1. Level of performance desired.• 2. Time within which that level
can be attained.
Goals should be ambitious but reasonable.
Goals
Strategic
Measurable
Attainable
Results based
Time-boundAND with ….
Built in Accountability
• Conzemius & O’Neill
SMART Goals
Data
What? Why? When?
Types of Assessment
Screening and Benchmark
• Which of our students might possibly need additional assistance in order to be successful academically?
Diagnostic
• What are the student’s academic strengths and instructional needs?
Progress Monitoring
• Is learning happening?
Outcome Assessment
• Did our students make progress towards meeting the standards?
Progress Monitoring Tools
Core• Running Records• DRA-2• FCAT Weekly Practice
Tests• Chapter tests
Intervention•Fluency-based assessments•FCRR OPM•Monthly assessments from
research-based computerized programs (e.g., istation)
•Read 180 assessments•EasyCBM
Video- Using Data
Scheduling
Building in Time for Intervention/Enrichment
Master Schedule
Based on the least restrictive impact on core subjects
Establish a year-long timeline including:coordinator/interventionist meetings
bi-weekly team meetings data analysis checkpoints
Video-Scheduling
Sample Schedule
Fidelity
Monitoring the integrity of implementation
Lack of implementation fidelity might result in a
practice or program being less effective, less efficient,
or producing less predictable responses.
(Wilder, Atwell, & Wine, 2006; Noell, Gresham, &
Gansle, 2002)
When programs implemented with fidelity are compared to programs not
implemented with fidelity, the difference in effectiveness is
profound. Those implemented with fidelity yield average effect sizes that are two to three times
higher. (Durlak & DuPre, 2008)
Research Shows…
Questions Addressing Fidelity
Who:
• is responsible for delivering the instruction/intervention?
• is available to provide guidance or assistance?
What:
• are the roles of teachers, support personnel, school coaches, and administrators?
• will we do when the interventionist/teacher is absent?
How:
• will we proceed if a lesson is missed or interrupted due to schedule alterations (e.g., a fire drill, field trip, assembly)?
Interventionists should:
Be adequately trained.
Adhere to the instructional procedures (e.g., implement among groups of the appropriate size).
Implement as frequently as recommended by the publisher (e.g., daily, three times per week).
Implement for the recommended amount of time (e.g., one semester, one academic year).
Skillfully implement the instructional procedures.
Instructional Fidelity
Who Conducts Fidelity Checks?
A trained:
Coordinator Teacher Administrator Resource Person
That can:• collect & analyze data • observe and conduct interviews with
interventionists & students receiving instruction/intervention
• attest to the quality of the intervention
Formats of Fidelity Checks
FORMATS
• Direct Observations• Rating Scales• Permanent Products• Interview• Self-report• “Scripted”
Interventions
AREAS TO CONSIDER FOR ASSESSMENT
• Adherence• Exposure• Quality of Delivery• Program
Differentiation• Student
Responsiveness
Parent Involvement
Parent Involvement
Parents must understand that RtI:
is relevant and beneficial to all
students, regardless of
placement.
seeks to find out what specific
instruction and interventions work best for their child.
is not a categorical system that
students must progress through
laterally to become eligible for special
education.
does not override other rights under
IDEA.
Meaningful and effective involvement is critical
How to Involve Parents at Core
Review school-wide data and goals with the Student Advisory Committee (SAC) and Parent Teacher Association (PTA)
members.
Include information about school-wide data in parent newsletters.
Post school-wide data in a visible place on campus.
How to Involve Parents in Intervention
Tier 2: Invite parent to attend parent conference and/or PSLT meeting; solicit input in a formal
manner if unable to attend.
Tiers 2 & 3: Invite parents to participate in meetings and/or
receive any of the data that is used by the team with a summary of the meeting in writing accompanied by a follow-up telephone call and/or
parent/teacher conference.
Strengths and Weaknesses
RtI in Charter Schools
Activity
Strengths Weaknesses
Strengths
Willingness to think outside of the box
Different models and approaches to learning
Less students, smaller staff creates a greater sense of community
More individualized approach
More parent involvement
Flexibility in scheduling
Weaknesses
Limited resources- personnel, materials
Specificity when progress monitoring (what to use, what to measure)
Intervention materials/resources may be less accessible
Maintaining communication with district resources
Video-The Importance of RtI
RtI Resources
Florida Center for Reading and Research
http://www.fcrr.org
Florida Inclusion Network
http://www.floridainclusionnetwork.com
Florida Response to Intervention (sponsored by FLDOE, BEESS, & others)
http://www.florida-rti.org/
National Center for Response to Intervention (US DOE & American Institute for Research)
http://www.rti4success.org/
The IRIS Center (Vanderbilt Univ, Claremont Grad School, TA&D, IDEAS that Work)
http://iris.peabody.vanderbilt.edu/
RTI Action Network (National Center for Students with Learning Disabilities)
http://www.rtinetwork.org/
Curriculum Based Measurement
www.easycbm.com
RtI Resources
What Works Clearinghouse
www.whatworksclearinghouse.org
Positive Behavior Support
http://flpbs.fmhi.usf.edu
Guiding Tools for Instructional Support
www.florida-rti.org/_docs/GTIPS.pdf