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Response To Intervention

Response To Intervention. “Collaborative Data Driven Instruction at Lewis & Clark Elementary” Owen Stockdill. “Discussion Points ”. Components of RTI Establishing a Foundation Overview of the Lewis & Clark “tiers” Training Opportunities Time Line. Components of RTI. Universal Screening

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Response To Intervention

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  1. Response To Intervention “Collaborative Data Driven Instruction at Lewis & Clark Elementary” Owen Stockdill

  2. “Discussion Points ” • Components of RTI • Establishing a Foundation • Overview of the Lewis & Clark “tiers” • Training Opportunities • Time Line

  3. Components of RTI • Universal Screening • All students in all grades are screened 3 times / year (We are doing this through the use of Aims Web & the use of Palm Pilots) • Curriculum Based Measures “Benchmarking”. • Grades “K-1” focus on phonemic awareness & phonics in the screening process. • Grades “2 – 6” focus on fluency assessments. (Research supports that there is a strong correlation between a readers fluency and their reading comprehension skills.)

  4. Components of RTI • Progress Monitoring • Students who are below a national norm score in any of their three benchmarks will have their progress monitored at least every other week using components in Aims Web. • If a student falls below a projected line of progress (aim line) 3 consecutive monitoring sessions… the classroom teacher will begin to implement interventions to correct the deficiency.

  5. Components of RTI • Tiered Instructional Model • Each tier represents an increasingly intense level of services that tie directly to the level of need of our students. • Research states that 80 – 90% of students will be successful with “standard” instructional strategies. • There will be between 5 – 10% of students who will require targeted instruction that will remedy their reading difficulty. • There will be between 1 – 5% of students who will require intensive highly specialized strategies to remedy their reading difficulty.

  6. RTI An overview of the Lewis & Clark Tiered Model” “A working definition” • A collaborative instructional model that blends data based instruction with highly effective strategies that take into account the students reading level & specific needs. This instruction is provided by regular educators; reading specialists; and special educators with the goal of improved comprehension in mind. • We strive to meet the needs of children through whole group “teacher driven instruction”. (Our Tier I) • Small group collaborative instruction led by classroom teachers; reading specialists; & special educators. (Tier II) • Specific instruction to remedy identified reading deficiencies provided by reading specialists. (Tier III) • Assistance provided to students identified as eligible for the IEP process through our building’s TAT process. (Tier IV)

  7. Components of RTI • Fidelity of Implementation • Provide students with a core reading program that will be successful in meeting the need of 70 – 90% of our students. • Create a culture where we see the value of using data to drive instruction. • Implement and interpret the screening and progress monitoring tools with integrity. • Continuously monitor data to determine the effectiveness of any chosen intervention in each of the 4 tiers.

  8. Components of RTI • Data based decision making • Use data from the students Instruction, Curriculum, Environment and Learning Style to determine need and then select the appropriate strategy to address the needs. (This becomes a cornerstone to addressing the needs of those students who are in the 5 – 10% needing specific instructional support.)

  9. Lewis & Clark’s Path to RTI“Establishing a Foundation” • Initial Training Opportunities (Spring of 07) • Initial Plan Developed in May of 07 • Begin the process in K & Gr. 1 for 07-08 • Add 1 grade / year through 09-10 • Supportive Special Education Unit • 2007 – 08 Plan Modifications • Decision to implement building wide • ** Creating the infrastructure for success. • Fly the Plane while we build it!! • Flexibility in the use of building level staff

  10. “Building Level” Infrastructure Needs • Create a culture that stresses the importance of small group leveled instruction that has educational decisions based on student data.

  11. “Building Level” Infrastructure Needs • Develop a plan to implement a Screening & Progress Monitoring procedure. • This has been accomplished through the use of Aims Web. • We will continue to grow in our knowledge and use with experience and additional trainings.

  12. “Building Level” Infrastructure Needs • Facilitate staff needs for consistent grade level Reading blocks & planning time. • The Lewis & Clark staff has developed a schedule that provides a consistent time for planning. (We have 1.5 hours for planning for each grade level team every 3rd week.) • This planning time centers on: 1) Professional Development 2) Child Study 3) Planning for collaborative instruction. • The Lewis & Clark staff has developed a schedule that allows for additional staff to come into classrooms for Reading Instruction.

  13. Tier I(In general, the Language Arts (Reading) instructional block is from 1 to 1.5 hours long daily.) • Tier I is the reading instruction provided by classroom teachers to all students in their classroom. • There is a blend of use of components found in the balanced literacy philosophy with components found in the basil reading series. • Tier I & II instruction should be meeting the needs of 80 – 90% of our students.

  14. Tier II In General the Reading Block is from 1 to 1.5 hours long. • Tier II provides all students with leveled small group instruction provided by 1of 3 adults who are present in the classroom for ½ hour during the Teacher’s Reading Block. • This instruction can focus on skill development, guided reading, or with older children facilitation of literature circles.

  15. Tier IIIDesigned to meet the needs of roughly 5 – 10% of our students. • Consists of 4 main components. 1) Data Analysis of student progress through the “Grade Level” Child Study Team. 2) Extra support beyond the regular Reading Block provided by a Reading Specialist based on student needs. 3) Weekly monitoring by the Reading Specialists who collaborates about growth and ongoing needs with the classroom teacher. 4) The Reading Specialist will monitor the success of each strategy and report back to the child study team at a minimum of every two months.

  16. Tier IVDesigned to address the needs of 1 - 5% of the student population. • Consists of 3 main components: 1) The child study team analyzes the student growth while working with the Reading Specialist in Tier III. 2) If it is determined that the attempted interventions in Tier III have not remedied the student’s needs, the appropriate Special Educators will be asked to analyze the gathered data and join the team in determining if the student should receive additional services through the I.E.P. process in Special Education. 3) The student would be served in Special Education until said time when they have met all of their determined objectives.

  17. Lewis & Clark TrainingThe following training has been provided to help us serve our student in the RTI process. • Spring 2007 • Initial introductory training for a group of 5 – 6 Lewis & Clark Staff in Bismarck (They were to present their findings to the full staff. • Fall 2007 • 21 Lewis & Clark Staff Attended Training on Curriculum Based Measures (The key component used in our screening and progress monitoring components.) • Winter 07 – 08 • All Lewis & Clark instructional staff who will take part in providing collaborative instruction completed a sight visit to watch the process in action. • All Lewis & Clark instructional staff are taking part in the ongoing professional development that will further familiarize them with the components of Tier III & IV.

  18. Lewis & Clark Training Needs • Continued support in using the components and data found in Aims Web. • Continued support in using the Palm Pilots to better gather and analyze student data. • Continued support in selecting and implementing strategies that will help remediate student reading difficulties. • Continued support in providing high quality reading instruction for all students.

  19. Lewis & Clark Implementation Timeline • Sept. 2007 --- Building Level Commitment to implement RTI at Lewis & Clark. • Oct. 2007 --- Training on CBM’s. • Oct. 2007 --- PTO Support for the purchase of Palm Pilots. • Oct. 2007 --- Purchase of Aims Web license and completion of Fall Screening. • Oct. 2007 --- Teachers begin experimenting with progress monitoring and strategy implementation. • Dec. 2007 --- Staff finalizes changes to Music, PE, Library, Computer Lab, and Recess Schedules to facilitate block planning and collaborative instruction.. • Jan. 2008 --- Completion of Winter Screening. • Jan. 2008 --- New Block Schedule is implemented. • Feb. 2008 --- Collaborative Small Group Instruction begins. (Tier II) • Mar. 2008 --- Tier III interventions are tentatively scheduled to begin. • Apr. 2008 --- Completion of Spring Screening. • Fall of 2008 --- Tier IV component of RTI is scheduled for implementation.

  20. Questions? Thanks for the opportunity to visit with you about our version of the RTI process!

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