1. Elementary Models How does RtI look and feel at the elementary level? It doesnt need to look the same - what makes a system RtI is that it includes the 3 components: measurement (universal screening & progress monitoring, tiered instruction, and problem solving process These are must haves but how it is carried out in one school may look different than another

2. System Supports RtI team - Strong leadership GLT - every 4 to 6 weeks Master Schedule that includes time for tiered instruction Culture of shared decision making Data warehouse

3. Master Schedule Creation of a schedule that includes time for tiered instruction may be one of the most supportive things a school can do for its staff and students.

5. Data Warehouse Purpose - we cant expect teachers to be shuffling among a bunch of paper with different data on each sheet. We need everything on one sheet if possible to make data analysis easier. Excel is your basic tool for summarizing data But there is an array of products for purchase that make data analysis a breeze.

6. FallWinterSpring Intensive Strategic Benchmark Strategic Target: Total ____ Enrollment: Grade: Goal: Barb Scierka, SCRED

7. FallWinter Spring Bobby 21-67 Woody 16-63 Edward 15-58 Truman 24-57 James 10-53 Intensive <26 17 students 25% Intensive <26 17 students 25% Intensive 10 students 15% Intensive 10 students 15% Intensive Strategic Isis 30-86 Johanna 35-85 A.S. Marie 31-76 Peggy D 33-73 Benchmark 45 students 05-06 66% 04-05 61% 03-04 56% Benchmark 45 students 05-06 66% 04-05 61% 03-04 56% Benchmark 47 students 05-06 70% 04-05 69% 03-04 61% Benchmark 47 students 05-06 70% 04-05 69% 03-04 61% Benchmark 05-06 04-05 68% 03-04 54% Benchmark 05-06 04-05 68% 03-04 54% Strategic =26 6 students 9% Strategic =26 6 students 9% Strategic 10 students 15% Strategic 10 students 15% Target: 43 72 90 Total 68 67 Enrollment: 2nd grade 42 Peggy N 43-71 Tom T 65-70 Goal 70% 2 10 Bollman, Silberglitt Scierka, SCRED

8. Tiered Instructional Model Remember - interventions rest on the presumption of a strong core curriculum. Your data tell you if your core is strong.

10. High Quality Instruction This goes back to the evidence base Are we using known effective practices? If we arent, is there a way to make them better - especially in the core, if cant purchase a new curriculum, can we beef up the core so that it is better? When students receive interventions, its no longer OK to overlook the quality of the intervention or delivery of the intervention - these are the most important variables!

11. Integrity of Implementation Schools psychs can push for the development of fidelity checklists Can help develop them - but best done as a collaborative effort someone who has expert knowledge of the interention working with someone with expert knowledge of strong instructional principles (you!)

12. What are Evidence-Based Literacy Practices? National Reading Panel [2000], Put Reading First [1998], Adams [1990] - a convergence of evidence that these 5 elements must be present - Phonemic awareness - Phonics/word study - Fluency - Vocabulary - Comprehension

13. Traditional Reading Curricula Designed for average students Intervene late by modifying curricula after students fail Underestimate the specificity of instruction and repetition needed by diverse learners

14. Redesigned Reading Curricula Designed to meet students needs at the 10 - 40th percentile Specificity and repetition are built in Its easier for teachers to remove elements built into a curriculum [for more able students], than to add them later for struggling students.

15. Tier 2 compared to Tier 3 Tier 2 is designed for small groups of students who have similar needs Often this is delivered in a standard protocol approach - in this approach student needs are predictable, and because most schools have limited resources, they select from a menu of research based intervention curricula to meet a particular need Tier 3, however, becomes more individualized- this doesnt mean that schools can not use a standard approach, but they may add to it

16. National Math Panel Executive Summary -some findings: –preK-8 curricula should be streamlined and emphasize well-defined critical topics –A combination of teacher directed vs. student directed instruction - not one way or the other way –Must have conceptual understanding, procedural fluency, and automatic and effortless recall of facts. –Research does not support that instruction should be either student centered or teacher directed. Some of each can have a positive impact. –Assessment should be improved in quality and emphasize the most critical knowledge and skills leading to Algebra

17. Math What Works Clearinghouse rated just one elementary math curricula as having potentially positive effects (Everyday Math) The Center for Data-Driven Reform in Education rated 5 curricula, computer assisted instruction &/or instructional strategies as having strong effectiveness

18. They are: Classwide peer tutoring Missouri Mathematics Program Peer Assisted Learning Strategies Student Teams-Achievement Divisions TAI math

19. Middle School Math What Works Clearinghouse rated –I Can Learn Algebra & Prealgebra –Saxon Middle School Math Both as having positive effects, and rated –Cognitive Tutor Algebra 1 –The Expert Mathematician –Univ. of Chicago School Mathematics Project As having potentially positive effects

20. When students are not being successful 1.Look at the core curriculum - is it evidence based, does it meet the majority of students needs, is it being implemented as intended 2.Only then do we try Tier 2 - is it evidenced based? Matched to student needs? Implemented with fidelity?

21. How long should we implement intervention?

22. Cautions from George Batsche: –Different skills/content require different time frames for acquisition. –Assessments are more/less sensitive and timelines place artificial expectations on assessment sensitivity and usefulness. –A student response to instruction/intervention (rate) should inform time (and intensity) in instruction/intervention. –Timelines assume all instruction can be delivered with the same impact in the same time, that all assessments can assess change at a uniform rate, and that student data and professional judgment are less important than how long a student should get an intervention. –Timelines have the potential to increase the risk that a student remains in an intervention for that particular timeline, even if no evidence exists that the instruction/intervention is working.

23. One last system support Professional development for staff should be directly linked to student needs. The data tell us what our students strengths and weaknesses are. As educators, we need to focus our own development on what the data indicate students need in terms of instruction instruction

24. Facilitation

25. Meeting facilitation - another role for school psychologists Building RtI team Grade level teaming

26. Purpose Grade Level Data Review, Analysis, and Intervention Planning Define Tier Cut-Off Scores & Review Triangle Data Group Students According to Tiers & Needs Review Interventions & Match to Students Needs Review Resources & Match to Interventions Create Updated Intervention Plan for Each Tier Grade Level Meetings Courtesy of D204 Plan Implementation

27. Fall Grade 3 Data: Students of Concern

28. 10th %ile 90th %ile 75th %ile 50th %ile 25th %ile Student is above the 90 %ile and is well above average. Student is above the 90 %ile and is well above average. Target ____________________________________ Box and Whisker Charts

29. MPS box plot for grade level

30. Building RtI teams The problem solving process needs nurturing You can use agenda or forms to guide the process Well-oiled teams may not need either after working together and solving problems

31. Clearly defined roles of team members

32. Think, Pair, Share What are qualities of good meeting facilitators?

33. Facilitation Quiz

34. Agendas See handout

35. Problem Solving As a school psych you can be very instrumental in –developing a well-defined problem identification statement –as well as helping teams through problem analysis and generating relevant hypotheses for developing a plan

37. Lets do one together Problem ID - Joe, a 2nd grader is reading 27 cwpm when he is expected to be reading 52 cwpm Where do we begin in PA?

38. BREAK