rti models for at-risk students in an urban setting
DESCRIPTION
This presentation was given by Chenai Okammor, Pearson Digital Learning's Vice President of National Accounts, at the Pacific District Executive Forum on March 11, 2009. The presentation focused on Response to Intervention (RtI) models for at-risk students in urban environments.TRANSCRIPT
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