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UWM CIO Office
RtI: What Works in Wisconsin
Dr. Ruth Short, Dr. Nancy Rice, Dr. Cindy WalkerRachel Westrum, & Samuel Purdy
University of Wisconsin – Milwaukee
WSRA PresentationFeb 2014
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Study Purpose
Wisconsin Department of Public Instruction (DPI) commissioned this study to identify and evaluate how the RtI educational framework is currently being used to identify students with Specific Learning Disability (SLD) in Wisconsin schools.
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Study Process - Phase I
• May-September, 2011o Survey developed
Sample set established
• September, 2011 to January, 2012o Year One survey distributiono 191 schools were sent surveyso 83 completed surveys, 43.5% response rate
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• February to May, 2012o Data analysis revealed eight “high” implementing
schools, selected based on the reported use of best practices in RtI (eg. number of years implementing, RtI team make-up, fidelity monitoring procedures, ect.)
o Phone interviews were completed
• June to July, 2012o Survey revised based on thorough item analysis,
and evaluation of reliability and validity
Study Process - Phase I
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• September, 2012 to January, 2013o Year Two survey distributiono 156 Elementary Schools were sent surveyso 92 completed surveys, 59% response rateo Observational tools developed
Study Process - Phase I
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• January, 2013 to June 2013o Observational tools pilotedo Data analysis of survey resultso 4 on-site observations/interviews conducted at high
implementing schools
Study Process - Phase II
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• What are the specific types of interventions currently being used in Wisconsin schools as part of the RtI model?
• How are the interventions affecting the identification rate of students who meet the new SLD criteria?
• How are the interventions affecting the identification rate of students in other disability areas?
• Who is providing the intervention? How often?
• Who is on the RtI team in your building/district?
Survey FocusQuestions
Most Used Reading/Language Arts
Interventions
Intervention %
Guided Reading 35
Individualized Instruction/Tutoring
31.4
Early Intervention in Reading
21.6
Leveled Literacy Intervention
20.5
Corrective Reading 18
Wilson Reading System
11
Orton-Gillingham 9.9
Writer's Workshop 9.8
Tier 3
Intervention % Intervention %
Guided Reading 59.6Basal Reading Series
15.1
Leveled Literacy Intervention
55.6 Six-Traits Writing 14.8
Individualized Instruction / Tutoring
35.2 Readers' Theatre 13.2
Writer's Workshop 32.4 Corrective Reading 12.7
Wilson Reading System
24.9 Read Naturally 12.7
Drill/Flashcards 24.7 Accelerated Reader 12.5
Partner Reading 22.7 Reading Recovery 10.6
SOAR to Success 15.5 Orton-Gillingham 10.3
Tier 2
Most Used Mathmatics Interventions
Intervention %
Drill/Flashcards 38.1
Individualized Instruction/Tutoring
37
Everyday Math 22.1
Textbook 15.5Number Worlds 10.3Accelerated Math 9.2Peer Tutoring 8.45
Tier 2
Intervention %
Individualized Instruction/Tutoring
33.9
Drill/Flashcards 25.6Everyday Math 13Accelerated Math 7.9
Tier 3
Reading and
Language Arts
Intervention
Frequency
and Duration
<15 15-30 31-45 >45 <15 15-30 31-45 >453 2 0 0 2 2 0 1
<15 15-30 31-45 >45 <15 15-30 31-45 >451 9 0 0 1 3 0 1
<15 15-30 31-45 >45 <15 15-30 31-45 >453 16 4 0 4 15 1 0
<15 15-30 31-45 >45 <15 15-30 31-45 >451 31 3 0 1 8 3 0
<15 15-30 31-45 >45 <15 15-30 31-45 >454 47 14 3 1 41 38 6
<15 15-30 31-45 >45 <15 15-30 31-45 >450 4 0 0 0 5 2 1
Minutes Per Session
4 Sessions Per WeekMinutes Per Session
5 Sessions Per WeekMinutes Per Session
5+ Sessions Per Week
Minutes Per Session
Minutes Per Session
Minutes Per Session
Minutes Per Session
Minutes Per Session
Minutes Per Session
1 Session Per Week
2 Sessions Per Week
3 Sessions Per Week
4 Sessions Per Week
5 Sessions Per Week
5+ Sessions Per Week
Tier 2 Tier 31 Session Per WeekMinutes Per Session
2 Sessions Per WeekMinutes Per Session
3 Sessions Per WeekMinutes Per Session
CMW6
Slide 10
CMW6 This is very busy - can it be graphed in some way??Cindy Walker, 1/28/2014
Length of Time Schools Had Been
Implementing RtI
Year One
(2011-2012)
Year Two
(2012-2013)
% %
22.9% 13.0%
15.7% 21.7%
14.5% 10.9%
14.5% 21.7%
21.7% 17.4%
6.0% 8.7%
2.4% 6.5%
0.0% 0.0%We currently have no system and are not in the process
of developing one
We are still formulating our process and plan to
implement by Fall of 2013
We have been planning and will be implementing this
year
1 year
2 years
3-4 years
5-7 years
More than 7 years
Who Sits on the RtI Team
% %28.6% 29.3%28.7% 18.3%31.7% 8.5%29.2% 70.5%27.5% 42.8%22.5% 15.1%11.9% 33.0%10.9% 59.4%9.1% 44.6%8.7% 14.1%10.0% 8.9%10.8%
PositionInterventionistLiteracy coachMath coachPrincipalReading specialistReading teacherSchool counselorSchool psychologistSpecial education teacherTeacher leaderOther paid staff member
Curriculum specialist
Eighth grade teachersHigh school teachersAssistant principal
Fifth grade teachersSixth grade teachersSeventh grade teachers
Second grade teachersThird grade teachersFourth grade teachers
First grade teachers
PositionKindergarten teachers
How Does the School Monitor
Fidelity
Monitoring Method %Checklist 23.25Video-taping 1.65Peer Feedback 12.35Outside Monitoring 6.35Other 7.85
CMW8
Slide 14
CMW8 These are great, but I don't think anyone is going to be able to see the detail. I would bring handouts of this slide and the next one.Cindy Walker, 1/28/2014
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• Number of Years Implementing RtI Program• Teachers and Specialists on RtI Team• Reason for Choosing Interventions
o Evidence Basedo Culturally Responsive
• Fidelity Monitoring Procedures
Selection Criteriafor School Site Visits
Schools Selected for Site Visits
Type Grades# of
Students
School 1 Suburban Pre-K to 4 250
School 2 Rural K to 3 250
School 3 Suburban K-5 500
School 4 Rural Pre-K to 3 450
Key Personel on Team
Principal and School
PsychologistPrincipal and
Literacy CoachPrincipals of
Elementary School and Early
Childhood CenterPrincipal and
District Reading Specialist
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Summary of Schools
Individual School Visit SummarySchool One
DemographicsSuburbanPre-K through 4250 Students90% Caucasian, 30% free & reduced lunch
Background Principal previously trained in the Professional Learning Community (PLC) framework which created the groundwork for collaboration in RtI
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Summary of Schools
School One (Cont.) Creating the RtI Model
Principal led, school-wide initiativeTeachers were involved in creating the scheduleTime blocks were included for teachers to work on dataOne of two recess times were cut to allow for “short breaks”Every teacher and the principal is part of the RtI interventions
The RtI Model3 TiersTier One – Universal Instruction
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Summary of Schools
School One (Cont.) The RtI Model (Cont.)
Tier Two – Small Group Instruction ▪ Classroom teachers provide interventions▪ “Specials” teachers provide enrichment activities for the on-level students
Tier Three – 1:1 Instruction▪ Instruction provided by the reading teacher▪ Reading teacher consults with classroom teachers for interventions
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Summary of Schools
School One (Cont.)RtI Meeting
Prior to the meeting, staff are required to fill out a data sheet for each student they are discussingRun by a “time-keeper”, time limits for different sectionsStudents are evaluated in these meetings every 8 weeks
InterventionsNo school-wide curriculum or grade level uniformityTeachers are responsible for finding their own academic interventions:
Team observed Guided Literacy Plus and TOPS MathSchool Psychologist runs “School Heroes” for behavioral interventions
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Summary of Schools
School One (Cont.)Fidelity
“a work in progress”, “walk-throughs” by the principal but no formal strategy being used
SLD ReferralsStill using the discrepancy model but plan to implement RtI model Fall, 2013
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Summary of Schools
School TwoDemographics
RuralKindergarten through 3rd grade250 students90% Caucasian, 35% free & reduced lunch
BackgroundPrincipal trained in the Professional Learning Community (PLC) modelTeachers trained in Guided Reading Plus and Reading RecoveryRtI seen as an extension of previous reading interventions
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Summary of Schools
School TwoDemographics
RuralKindergarten through 3rd grade250 students90% Caucasian, 35% free & reduced lunch
BackgroundPrincipal trained in the Professional Learning Community (PLC) modelTeachers trained in Guided Reading Plus and Reading RecoveryRtI seen as an extension of previous reading interventions
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Summary of Schools
School Two (Cont.)Creating the RtI Model
Principal Led, School-WideStaff involved in schedule creation and revision
The RtI Model4 TiersTier One – Universal InstructionTier Two – Small Group InstructionTier Three – 1:1InstructionTier Four – Pathway to SLD referral
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Summary of Schools
School Two (Cont.)The RtI Model (Cont.)
Interventionists conduct all interventions for Tiers 2,3,&4
Interventionists are reading specialists who’ve had Reading Recovery Training
Some Interventionists have blended roles in the classroom as well
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Summary of Schools
School Two (Cont.)RtI Meetings
3 Distinct Group Meetings: Collaborative Decision Making Meetings, Intervention Focused Team Meetings, School Intervention MeetingsMeeting Agendas are outlined in a handbook that explains the focus and agenda of each meetingThere is a late-start day every 2 weeks for all-staff professional development
InterventionsSchool-Wide curriculum is Reading Recovery, younger grades also receive Guided Reading PlusDaily 5 or the CAFÉ model is also implemented in the younger grades
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Summary of Schools
School Two (Cont.)Interventions (Cont.)No universal math intervention, math is push-in with a math recovery teacherBehavioral Interventions administered by school psychologist with some classroom teacher support
At Tier 1: Responsive ClassroomAt Tier 2: Child Study Curriculum and social skills groups
FidelityMonitored with video-taped sessions of a teachers’ lesson, the staff watch video and then provide peer-feedbackLiteracy Specialists model interventions for teachers and other interventionists
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Summary of Schools
School Two (Cont.)SLD Referrals
Using Discrepancy Model but plan to pilot RtI Model for SLD referrals in Fall, 2013
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Summary of Schools
School ThreeDemographicsSuburban500 Students, K-593% Caucasian, 20% free & reduced lunch
BackgroundPrincipal previously trained in the Professional Learning Community (PLC) modelREACH grant enabled them to hire a literacy coordinator prior to implementing RtI
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Summary of Schools
School Three (Cont.)
Creating the RtI ModelPrincipal led, school-wide initiativeStaff collaboration with schedule
The RtI ModelThree Tiers (and “sub-groups”)Tier One – Universal InstructionTier Two – Small Group InstructionTier Three – 1:1 Instruction
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Summary of Schools
School Three (Cont.)The RtI Model (Cont.)
Tiers 2 & 3 are push-inTitle One Teachers perform most of the interventions and the para professionals and teachers do some of the “sub tier” intervention
RtI MeetingBi-monthly collaboration meetings where staff discuss student progress, form is filled out prior to meetingStudent Intervention Team that meets prior to SLD referral
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Summary of Schools
School Three (Cont.)Interventions
Common Core Curriculum , followed by the model developed by CESA 7Daily 5 or CAFÉ modelLeveled Reading Books Math Expressions in Fall, 2013No formal Behavioral Intervention Curriculum but utilize no cost rewards (ex. Earning the principal’s chair for the day)
FidelityNo direct assessment of fidelity
SLD ReferralsUsing RtI model for 2 years, students are referredlater with a 100% placement rate for referral
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Summary of Schools
School FourDemographicsRural450 students, Pre-K through 3rd grade95% Caucasian, 50% free & reduced lunch
BackgroundPrincipal leadership and involvement for RtI establishmentStaff trained in Early Reading Empowerment
Creating the RtI ModelSchedule creation, “sacred” intervention time, described as
a“Universal Tier 2”
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Summary of Schools
School Four (Cont.)The RtI Model
Four Tiers Tier One – Universal Instruction;Tier Two – “Universal Tier Two Time”, every student is assigned an
intervention group based on their academic level (including enrichment)Tiers 3 & 4 – targeted small groups
All Tiers led by classroom teachers, intervention specialists and special education teachers
RtI MeetingTeam meetings are held weekly to review progress monitoring data. Students
are evaluated every 8 to 12 weeks to determine if current Tier and intervention decisions will be continued.
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Summary of Schools
School Four (Cont.)Interventions
Early Reading EmpowermentBalanced Literacy with Guided Reading
FidelityFrequent staff and grade levels refresh intervention skills Video taping of intervention and evaluation before a student is exited from a particular tier
SLD referralsAdopted new SLD rule completely last yearBeen using RtI data for SLD for the last two yearsAssumption is a full year of RtI intervention/data before a referral is warranted
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Major ThemesPeople Not Programs
Exemplary schools emphasized the importance of spending resources (including time and money) on professional development and continuing education for staff instead of spending it on acquiring costly intervention, assessment, or progress monitoring packages.
Principal as Leader and ExemplarThe principals at these exemplary schools not only advocated for RtI within their school and district, but also participated in data driven decision meetings and freely ran intervention groups themselves.
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Major ThemesThe Schedule is Key
Each school crafted a schedule that provided time for teachers to carry out interventions and to collaborate with other grade-level teachers. Principals identified this as the single most necessary factor in making RTI work in their schools. Students followed well-established routines that maximized instructional and intervention time.
Data, Data, DataAll student intervention decisions were based on carefully planned and administered assessment tools that focused on individual skill areas.
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Major Themes
Scripted MeetingsIn order to conduct student decision meetings in a time efficient manner, exemplary schools had handbooks or forms that guided teachers through the data they must have prepared before the group meeting and outlined the agendas for these meetings.
Enrichment and InterventionStudents who were not in need of further academic intervention time were provided enrichment activities in either the same academic area or in “specials” during the intervention block.
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Common Challenges
• Monitoring Fidelity• Identifying Culturally Responsive
interventions• Not yet using RtI data in the evaluation of
Specific Learning Disabilities
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Culturally responsive practices account for and adapt to the broad diversity of race, language, and culture in Wisconsin schools and prepare all students for a multicultural world.