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Secondary RtI

Secondary RtI. 2/8/12 PDAT Joelene Dredge, jdredge@esu2.org Melanie Olson, mlolson@esu2.org. Secondary RtI Trainings. Kevin Feldman, Interventions and RtI Anne Benninghoff , Differentiated Instruction Linda Gregg, Differentiated Instruction Susan Ebbers , Vocabulary

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Secondary RtI

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  1. SecondaryRtI 2/8/12 PDAT Joelene Dredge, jdredge@esu2.org Melanie Olson, mlolson@esu2.org

  2. Secondary RtI Trainings • Kevin Feldman, Interventions and RtI • Anne Benninghoff, Differentiated Instruction • Linda Gregg, Differentiated Instruction • Susan Ebbers, Vocabulary • Anita Archer, Explicit Instruction, Vocabulary and Comprehension • Statewide Consortium Training

  3. What is RtI? The practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to inform educational decisions. Ensuring Effective Educational Practices for All Students

  4. Profile Data Elementary Assessments Intermediate Secondary Curriculum Based Measures used in content areas Outcome Measures, Standardized Achievement Tests State Assessments Accumulated credits Graduation rates Attendance Disciplinary Referrals • Universal Screener • Diagnostic • Progress Monitoring • Outcome Measures

  5. Assessments for Secondary Informal Formal Standardized Achievement Tests Group Reading Assessment and Diagnostic Evaluation (GRADE) Diagnostic Assessment of Reading (DAR) Gray Oral Reading Tests-Diagnostic (GORT-D_ Stanford Diagnostic Reading Test 4 Woodcock-Johnson Reading Mastery • Content Area Literacy Assessments • Teacher Observations • Informal Reading Inventory • Retellings • Cloze Procedure • Other data from profile

  6. Essential Components of Reading Elementary Secondary Pronunciation of content vocabulary Advanced Word Study Fluency Vocabulary Comprehension Motivation and Engagement • Phonemic Awareness • Phonic/Word Study • Fluency • Vocabulary • Comprehension • Motivation and Engagement

  7. Scheduling Challenges • Flexible schedule for movement across tiers • Personnel/Resources • Thinking beyond traditional schedule and a “master schedule” • Creating modified schedules • Monitoring impact of the schedule • Developing and revising a new schedule

  8. Scheduling Elementary Secondary Content Area Instruction Intervention time, support English/Language Arts Math ELL Scheduled time for intensive Intervention Separate class period Time built into schedule for seminars, study hall, academic support. • 90 min. Reading Block • Enrichment/Intervention block daily • Scheduled time beyond reading block • 30+ min. for Tier 2 supports • 45+ min. for Tier 3 supports daily

  9. IES Recommendations for Effective InstructionAcross Content Areas Gr.6-12 • 1. Provide explicit vocabulary instruction • 2. Provide direct and explicit comprehension strategy instruction. • 3. Provide opportunities for extended discussion of text content meaning and interpretations. • 4. Increase motivation and engagement in literacy learning • 5. Make available intensive individualized interventions for struggling readers that can be provided by qualified specialists.

  10. Please Remember… • Well designed and research supported programs matter, BUT in the final analysis it is PEOPLE not programs that make the difference…. • Does it match the student’s needs? • Right teacher for the job? • Adequate time allocated? • Fidelity of implementation? • “Tweak” based on PM data?

  11. Essential Components of Reading Intervention • All struggling students need direct and explicit instruction: • Vocabulary • Comprehension • All struggling students need intervention supports that are motivating and engaging • Some struggling students need direct and explicit instruction in: • Advanced word study • Fluency

  12. Essential Components of Math Intervention • All struggling students need direct and explicit instruction in: • Problem solving • Solving word problems • Use of visual representations of mathematical ideas • All struggling students need intervention supports that are motivating and engaging • Some struggling students need direct and explicit instruction in: • Building fluent retrieval of basic arithmetic facts.

  13. Selecting Research Validated Intervention Tools & Programs • First assess & determine student needs • Examine efficacy data using objective sources: • √ What Works Clearinghouse • http://ies.ed.gov/ncee/wwc/ • √ National RTI Website • http://www.rti4success.org/instructionTools • √ Best Evidence Encyclopedia • http://www.bestevidence.org/reading/mhs/top.htm • √ Florida Center for Reading Research • http://www.fcrr.org/fcrrreports/creportscs.aspx?rep=supp

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