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RtI: What’s Next?

RtI: What’s Next?. The December Series, 2009 Elgin School District U-46 Carla Cumblad, RtI Coordinator Emily Epstein, RtI Coach Lisa Hartz, RtI Coach. How is it going so far?. Let’s revisit the vision…. As a district, where do we want to be in the next years?.

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RtI: What’s Next?

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  1. RtI: What’s Next? The December Series, 2009 Elgin School District U-46 Carla Cumblad, RtI Coordinator Emily Epstein, RtI Coach Lisa Hartz, RtI Coach

  2. How is it going so far?

  3. Let’s revisit the vision…

  4. As a district, where do we want to be in the next years? Students are engaged in learning from high quality instruction in every classroom in the district.

  5. As a district, where do we want to be in the next years? Students are achieving or exceeding high expectations and mastering key concepts that will prepare them for a successful post-high school experience.

  6. As a district, where do we want to be in the next years? All staff, from classroom teachers to district-level staff, engage in frequent, collaborative, purposeful meetings where the improved performance of students is our ultimate goal.

  7. As a district, where do we want to be in the next years? Instructional resources will be designed and allocated so that students will receive effective instruction and interventions, monitored frequently in order to meet acceleration goals.

  8. MANAGING COMPLEX CHANGE Vision Skills Incentives Resources Action Plan + + + = + Change Confusion + Skills Incentives Resources Action Plan + + = + Vision + Incentives + Resources Action Plan = Anxiety + Vision Skills + Resources Action Plan = Resistance + + + Vision Skills Incentives Action Plan Action Plan + + = Frustration Vision Skills Incentives Resources = Treadmill + + + from Knoster, T.

  9. RtI—Key Components • Improving outcomes for all students • Multi-tiered system of supports • Examining progress at regular intervals • Research-based instruction • Research-based interventions • Early intervention/prevention • Educational teams • Parental involvement

  10. Who Does the Work? Building Leadership Team Increase Time and Intensity

  11. Building Leadership Team • Reflects and monitors the overall implementation of RtI in the building • All 3 Tiers, both behavior and academics • Problem-solves issues that need resolution • Represents the staff in the building • Communicates with the staff and district • Includes parents, administrators, and representatives of all staff groups/teams • Facilitated by the building administrator

  12. Team Constellation: A Vision Grade/Dept Intervention Team Grade/Dept Special Services Grade/Dept Building Leadership Team/ SIP Team Parent Team Grade/Dept PBIS Universal Grade/Dept PBIS Secondary,Tertiary Grade/Dept School Department Grade/Dept

  13. Who Does the Work? Tier Three Tier Two Increase Time and Intensity • Tier One • Grade Level Teams • Department Teams • Professional Learning • Communities • Data Teams

  14. Who Does the Work? Tier Two/Tier Three Intervention Teams Increase Time and Intensity Tier One Grade Level or Department Teams

  15. What to do with the paper? • All information with a student name that is shared is considered to be student records. • Must be kept in a confidential file system. • Must be in files that cannot be seen by others. • Must be linked to the student’s cumulative record, but should not be stored in it. • Staff should know how to find these records.

  16. What’s Next? Regarding Teams: • We will review all the information from all the buildings as they create or maintain their teams. • The district will consider how to support teams as they continue to work together on behalf of children.

  17. AIMSWEB What is it? RtI Department, District U-46

  18. Assessment

  19. Assessment

  20. Examining Student Progress at Regular Intervals Frequent Progress Monitoring of Interventions Tier Three Tier Two Screening 2-3 X per year All Students Increase Time and Intensity Tier One

  21. Examining Student Progress at Regular Intervals,akaProgress Monitoring • “A scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction” • “The ongoing process of collecting and analyzing data to determine student progress toward specific skills on the IEP… or general outcomes as compared to grade-level norms and benchmarks”. • “A set of techniques for assessing student progress on a regular and frequent basis”

  22. Examples

  23. Example

  24. Example

  25. Progress Monitoring andCurriculum-Based Measurement (CBM) Definition: CBMare short fluency probes that measure key skills that are representative of and related to important global outcomes • General Outcome Measure • CBMwas initially developed more than 20 years ago by Stanley Deno and others at the University of Minnesota Institute for Research on Learning Disabilitiesto develop a reliable and valid measurement system for evaluating basic skills growth • CBM is endorsed by the United States Department of Education as a method for assessing student progress. • Because CBM probes are quick to administer and simple to score, they can be given frequently to provide continuous progress data

  26. Advantages of CBM • Reliable and valid indicator of student achievement • Simple, efficient, and of short duration to facilitate frequent administration by teachers • Provides assessment information that helps teachers plan better instruction • Sensitive to improvement of students’ achievement over time • Easily understood by teachers and parents • Improves achievement when used to monitor progress

  27. Medicine measures height, weight, temperature, and/or blood pressure. Department of Labor measures the Consumer Price Index. Wall Street measures the Dow-Jones Industrial Average. Companies report earnings per share. McDonald’s® measures how many hamburgers they sell. General Outcome Measures (GOM) from other fields

  28. Progress Monitoring Systems • STAR (Renaissance Learning, Inc.) • STEEP (System to Enhance Educational Performance) • Yearly Progress Pro (CTB- McGraw/Hill) • EasyCBM (University of Oregon) • As a pilot, the district is looking at the AIMSweb® system

  29. What is AIMSweb®? • AIMSweb®: • is a scientifically based, formative assessment system that 'informs' the teaching and learning process • provides continuous student performance data and reports improvement to parents, teachers, and administrators • uses Curriculum Based Measurement (CBM) • enablesevidence-based evaluation and data-driven instruction. • The AIMSweb® System includes: • Web-based data management charting and reporting software • CBM testing materials (varies by product choice) • Training materials and user guides • Support: phone, email, message board, and software help • Data Services (import/export of data) • Testing and training materials provided via download in PDF format.

  30. Measures Currently Available via AIMSweb®: • Early Literacy- English and Spanish [K-1 benchmark, Progress Monitor (PM) any age] • Letter Naming Fluency • Letter sound fluency • Phonemic Segmentation Fluency • Nonsense Word Fluency • Early Numeracy (K-1 benchmark, PM any age) • Oral Counting • Number identification • Quantity discrimination • Missing number • Oral Reading (K-8, PM any age)- English and Spanish • MAZE (Reading comprehension); (1-8, PM any age) • Math Computation (1-6, PM any age) • Math Concepts and Applications (2-8, PM any age) • Math Facts (PM any age) • Spelling (1-8, PM any age) • Written Expression (1-8, PM any age) All students in an academic curriculum are “benchmarked” three times per year across any/all of these assessment areas.

  31. Easy Score Entry Once data are collected, it is easily entered into AIMSweb®’s web-based software. Simply type in the scores! (pictured at left) Dozens of reports are then instantly available. (Estimated time: 3-5 minutes.) (All identifying information and scores are fictitious.)

  32. Tier 2: Schools May Strategic Monitor Monthly for students at Mild to Moderate Risk (All identifying information and scores are fictitious.)

  33. Tier 3:Intensive assessment with adjustable frequency that matches need 3 (All identifying information and scores are fictitious.)

  34. Tier 3: Student Report • Once Data are Entered, a Graph is Updated Automatically, with: • Trend Line • Calculation of Rate of Progress • Interpretation of Progress

  35. Tier 1:Screening3x per year Tier 2:1x per month for select studentsat risk for educational difficulties Tier 3:Intensive assessment with adjustable frequency that matches need (All identifying information and scores are fictitious.)

  36. Many Report Options

  37. Compare Sub-group Trends: • Measure growth of: • General Education • Title 1 • Special Education • ELL/ESL • Meal Status groups • Compare with your custom-set targets • View weekly growth rates by group type

  38. What’s Next for Progress Monitoring? • Continue to use existing and classroom information for progress monitoring • Try to monitor frequently • Try to use a comparison sample or student • Complete the AIMSWeb discussion questions and return by December 11. This information will be used to make district decisions. • Continue to work with coaches for different progress monitoring ideas • Early next year, we’re hoping to provide general progress monitoring training

  39. Interventions Where does this fit into RtI?

  40. Interventions Research or Evidence-Based Methods or materials that are effective, either in practice or in research studies 5% Tier Three 10-15% Tier Two 80-85% IncreaseTime and Intensity Tier One All Learners

  41. InterventionsWhat is an intervention? An intervention is a specific skill-building strategy implemented and monitored to improve a targeted skill and achieve adequate progress in a specific area.

  42. Interventions An intervention is not: An accommodation (ex: preferred seating, a visual timer, copy of notes) A modification (ex: fewer questions on a test)

  43. The heart of any Response-to-Intervention (RTI) model lies in the use of tiered instructional processes. The intervention occurs as a function of the outcomes of the assessments. The intervention delivered to students varies on several dimensions that are related to the nature and severity of the student's difficulties. Interventions Key Points

  44. InterventionIntensityMore Powerful intervention involves: More intervention time Smaller intervention groups More precisely targeted at right level Clearer and more detailed explanations More systematic instructional sequences More extensive opportunities for guided practice More opportunities for error correction and feedback More highly trained teachers

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