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RtII in PA

RESPONSE TO INSTRUCTION & INTERVENTION A STANDARDS-ALIGNED APPROACH TO STUDENT SUCCESS! Northeastern Educational Intermediate Unit September 2008. RtII in PA. Agenda. Overview of RtI framework Characteristics of universal screening tools

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RtII in PA

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  1. RESPONSE TO INSTRUCTION & INTERVENTION A STANDARDS-ALIGNED APPROACH TO STUDENT SUCCESS! Northeastern Educational Intermediate Unit September 2008 RtII in PA

  2. Agenda • Overview of RtI framework • Characteristics of universal screening tools • Logistics for implementing an efficient universal screening

  3. Starting point for RtI • Do I believe ALL children can learn? • Do I believe performance targets on the PSSA will be met by 2014? • Can I change my current instructional practice to impact student performance?

  4. Key Features • Effective instructional / intervention programs • Frequent assessment of student performance • Universal Screening (Benchmark) • Diagnostic • Progress Monitoring (formative) • Outcome (summative) • Use of data to make instructional / intervention decisions

  5. Why Universal Screening?? First graders in the bottom quartile in reading have an 88% likelihood of placing in the bottom quartile in 4th grade and a 78% likelihood of remaining there through 8th grade. Juel 1988

  6. Why Screen?? When students are tracked (homogenously grouped), the ability gap widens more than when students are not tracked (heterogeneously grouped). Davenport & Ruiz (1993)

  7. The Scope of the Problem 40% of U.S. fourth-grade students read below a “basic level” and have “little or no mastery of the knowledge or skills necessary to perform work at each grade level” (NAEP) • Problems are particularly severe for disadvantaged students (50% of 4th grade students whose parents graduated from college were proficient / advanced compared to only of 4th graders whose parents did not finish high school). 10%

  8. The Scope of the Problem 20% Almost of the nation’s children encounter severe reading problems before third grade which translates into more than million children in America who are struggling, unsuccessfully, to read 10 A full of students with learning disabilities have reading as their primary area of difficulty 80-85%

  9. The Scope of the Problem 40% of seniors cannot add fractions with unlike denominators.

  10. LEGAL AUTHORITY

  11. NCLB: • Provided the impetus for school improvement through AYP accountability. • Defined and required implementation of ‘scientifically research-based practices’. • Supported involvement of all children in the general education curriculum.

  12. What is Scientific Research? • Quantitative • Replicated • Large sample size • Control Group/Treatment Group • Hypothesis • Peer reviewed publication

  13. IDEA 2004 Specific Learning Disabilities A child is not a child with a disability if the presenting problem is caused by: • Lack of instruction in reading – including in the essential components of reading instruction • Lack of instruction in math • Limited English proficiency

  14. IDEA 2004 Specific Learning Disabilities “In determining whether a child has a specific learning disability, a local educational agency may use a process which determines if a child responds to scientifically research- based interventions.”

  15. *The most crucial work of RtI implementation is ensuring quality teaching in the standards aligned general education core curriculum.

  16. Connection toPennsylvania’s Standards Aligned System and School Improvement Process

  17. Addressing the Priorities:A Standards-Aligned System Clear Standards Interventions (Safety Nets) Fair Assessments Curriculum: Concepts and Competencies Instructional Materials & Resources Instruction Strong Results

  18. RtI: Universal Screening

  19. Universal Screening Expectations • Screenings conducted on all students three times per year • School maintains results of screening in a database • School produces user-friendly summaries of screening data: • A graph is completed to display data for analysis and decision-making and to indicate percentage of students at-risk, at some risk, and at low risk

  20. Characteristics of a Quality Screening Instrument • Must be brief and easily administered. • Must be research-based • Must be highly correlated to skills assessed • Must have benchmarks or be predictive of future performance • Must have high reliability and validity. • Must be sensitive to small increments of change

  21. The Research Is Clear • Only 2-5% of our struggling readers should experience severe reading difficulties. • 90-95% of our students can become successful readers.

  22. We can prevent the achievement gap!We can prevent many children with reading deficits from becoming reading disabled!

  23. SCREENING PLAN FOR IT DO IT ANALYZE IT DO SOMETHING ABOUT IT

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