1. Response to Intervention (RTI) Lindenhurst Schools 2007-2008
Long Island Association for Supervision and Curriculum Development (LIASCD)
Fall Conference – October 19, 2007

2. Workshop Objectives
Understanding the stages of adopting and integrating RTI into several elementary schools
Identify factors that contribute to the effective implementation of RTI
Recognizing the importance of a collaborative approach
Understanding the necessity of managing data
Sharing ideas and insights between districts

3. Response to Intervention - RTI
Federal Government -
Reauthorization of IDEA in 2004
Shift in identifying students with reading difficulties and classifying them Learning Disabled.
General Education and Special Education work in a collaborative model. Roles of each teacher must be redefined to address literacy.
Schools must shift resources to support struggling readers in the general education setting.

4. Definition of RTI
High-quality instruction/intervention that is matched to students’ needs and has been demonstrated through scientific research and practice to produce high learning rates for most students
Learning rate and level of performance are the primary sources of information used in ongoing decision-making
Important educational decisions about intensity and duration of interventions are based on individual student’s response to instruction across multiple tiers of intervention.
National Association of State Directors of Special Education, 2005

5. Problem-solving Model – IST Process, not interventions, are standardized
Individualized plan for each child that involves different levels of consultation:
Description of student’s problem
Data collection and problem analysis
Intervention design and implementation – differentiated instruction determined by data
Progress monitoring
Evaluation of intervention effectiveness
Flexible groupings throughout the year Wilson, 2007

6. Interventions are NOT Shortened assignments Preferential seating
Parent contacts
Classroom observations
Suspensions
Doing more of the same assignments
Retention
McCook, J., 2005

7. CORE Concepts of RTI
Research-based instruction – core programs are taught with fidelity as intended to maximize effectiveness. Instruction is focused on achieving state standards
Use of data to inform instruction – universal screening of all students to measure and to monitor the development of skills – provide program accountability
Measurement of response – progress monitoring is used to determine the effectiveness of interventions – it is systematic, documented, and shared with staff

8. Intervention Organized in Tiers
Layers of intervention responding to students’ needs
Each tier provides more intensive and supportive intervention
Aimed at preventing reading disabilities
Torgeson, 2004

9. Multi-Tiered Response
FEW
SOME
ALL

10. 3 Tier Model for RTI Tier 3 More Differentiated Intense Interventions
*Increase frequency and duration of intervention
*Referral to Special Education
Strategic Monitoring
Tier 2
Implementing Supplementary Instruction
*General Ed Teacher, AIS Teacher, Related Service Providers,
Special Ed Teachers
*Fundations, Wilson, Small Group Instruction through AIS Reading, ERSS Speech
Progress Monitoring
Tier 1
Implementing Classroom Instruction – General Ed Teacher
* Researched Based Curriculum – Harcourt Reading Program, Differentiated Instruction, Focus instruction on Big Ideas of Literacy.

11. Three Levels of Assessment
Benchmark Assessment – 3 times a year
Are there children who need additional support?
How many?
Which children?
What to do? Evaluate benchmark assessment data
Progress Monitoring –
- Assess at-risk children more frequently – every two weeks
- Are current programs sufficient to keep progress on track or are additional supports / interventions needed?
Strategic Monitoring - weekly monitoring

12. What decisions do we make with data?
Plan for support with focus on BIG IDEAS.
Grouping – small group instruction, homogenous groups, differentiated instruction, flexible grouping.
Time – How much? How Frequently? When?
Teacher / Student Interactions – modeling, direct explanation, increase student engagement, increase guided practice with immediate feedback, scaffolding to support learning, review

13. BIG IDEAS Phonemic Awareness Alphabetic Principle
Accuracy and Fluency with connected text
Vocabulary
Comprehension

14. General Outcome Measures- (GOM) of Early Literacy
Relevant Features
Measure Basic Early Literacy Skills (Big Ideas)
Efficient
Standardized
Sensitive to growth and change over time and to the effects of intervention

15. How can we use GOM to change Reading Outcomes?
Begin Early
Focus Instruction on the BIG IDEAS of Early Literacy
Focus Assessment on Outcomes for Students

16. Getting Started….. Select a team –
Classroom teachers, reading specialists, psychologist, building principal, special education teacher(s), speech teacher, other. People that have a vested interest in reading and literacy outcomes.
Attend training sessions
Plan for data collection –
Who will collect data?
When will you collect data?
How will you collect data?

17. Collecting Data Plan and Schedule Data Collection Organize Resources
Collect Data
Enter the Data
Use Data for Educational Decision Making

18. Scheduling Data Collection
Classroom Approach – Obtain coverage for classroom teacher. Approximately 1-2 minutes per benchmark per student. Teacher works in hallway / room.
Advantages – Teachers assess own students, less disruptive to entire school.
Disadvantages – Loss of instructional time, coverage, requires more days.
Building-wide Approach – Multiple specialists / trained members of team will assess students. Teacher brings class to library, cafeteria, gym, or other location with tables. Entire class can be assessed in 30 minutes.
Advantages – can be completed in one day, minimal classroom disruptions and loss of instructional time.
Disadvantages – space, trained staff, teachers not assessing.

19. Benchmark Assessments
Kindergarten
Fall – Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), Letter Sound Fluency (LSF)
Winter – Letter Naming Fluency (LNF), Letter Sound Fluency (LSF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF)
Spring – Same as Winter

20. Benchmark Assessments
Grade 1
Fall – Letter Naming Fluency (LNF), Letter Sound Fluency (LSF), Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF)
Winter – Phoneme Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), DIBELS Oral Reading Fluency (DORF), Maze
Spring – Same as Winter

21. Benchmark Assessment – Cont’d
Grade 2 – 5
Oral Reading Fluency
Maze (Comprehension)

22. Data Management System
AIMS Web – Achievement Improvement Monitoring System

23. School Readiness for RTI
Assessment: screening measures, progress monitoring practices and procedures
Curriculum: high-quality, research-based core curricula
Instruction: focus on effective instruction and interventions

24. School Readiness - Continued
Positive School Climate: school-wide processes and structures, individual student interventions, and a professional learning community
Professional Development: outcome focused content and ongoing assistance
Leadership: problem solving and individual characteristics of strong leaders
Closing the Achievement Gap: School Readiness for RtI, Sopris West Educational Services, 2007

25. Thank You for
Your Attention
and
Participation