School‐wide Program
y At least 40% school population considered to be living in poverty
y ALL students are eligible for services
y Combining of services and funding to upgrade the ENTIRE educational program
School‐wide Key Features
y Shared vision among entire school staff
y Academic focus
y Planning and design (how to reach outliers)
y Family and community involvement
y Structure is common throughout the school (PBS)
y Professional Development
y Inclusiveness (meeting needs of ALL students)
y Evaluation of progress
Key Elements
y Parent‐teacher‐student compact
y Meeting needs of low achieving students
y Letter to parents required
y Parent Involvement Plan
y Annual evaluation
School‐wide Basics
y Belief: Students in high‐poverty areas benefit most when schools improve the entire instructional program
y Cannot continue to be more of the same – must use supplemental materials and interventions known to be effective and research‐based
y Vehicle for school‐wide reform
The Role of District 6
yDistrict 6 has been approved by the Oregon Department of Education to implement a School‐wide Title I program.
The Pyramid
Intensive
(Individual – 5%)
Strategic
(Small Group – 15%)
Universal
(Whole Group – 80%)
The RTI Pyramid
Special Ed.
(Tier 3)
Reading Interventions
in Targeted Areas
(Fluency, Phonics, Comprehension)
(Tier 2)
Core Instruction
First Level of Intervention
(Tier 1)
Response to Intervention
Can also be looked at in terms of:
yResponse to Instruction
yReally Terrific Instruction (David Tilly)
Core Instruction (Tier 1) –
Required for All Students
y Houghton‐Mifflin’s Nation’s Choice
* Whole Group Instruction
‐ Shared Reading
‐ Skills Instruction
* Small Group Instruction
‐ Includes leveled, phonics, and vocabulary readers
* Supplemental Materials
** Instruction is to occur 90 minutes each day, 5 days a week for all students
Tier 1 Interventions
May include but is not limited to the following and may include more than one:
Strategies/Activities from the Extra Support Handbook (Nation’s Choice)
• Small group (2 to 5) or one‐on‐one instruction in leveled, phonics, or vocabulary readers – Off grade level instruction is an intervention ONLY if targeted and delivered in small groups.
• Targeted instruction in area of need – vocabulary words, sight words, fluency, specific decoding skills, comprehension
• Research‐based programs
**This is the first intervention(s) in the RTI model
Tier 1 Progress Monitoring
y DIBELS Progress Monitoring Probes – 1 time a week OR 1 time every 2 weeks (once a week is optimal)
y Formal and/or Informal Assessments aligned to the intervention
*For example, if a student is receiving extra help on sight words, the teacher would the collect baseline data on the number of words the student knows, then assess weekly to determine how many words the student is learning each week.
Who Administers Tier 1 Assessments?
y Pre and Post Assessments and DIBELS Progress Monitoring are to be administered in the regular classroom through the regular classroom teacher.
y Classroom teacher contacts parent regarding classroom intervention – what and how often.
**If you have not received recent training in DIBELS administration, please talk with your building Teaching and Learning Facilitator, who will set you up for a training session. Tier 1 Interventions are for Students Who. . . y Are in the Strategic Range
y Are near benchmark – pre‐teach/re‐teach
y Are in the mid and lower strategic range – pre‐
teach/re‐teach and more targeted intervention (listed in former slide)
Other Tier 1 Information
y Designed and monitored by classroom teacher
y Administered by classroom teacher, teaching assistant, y
y
y
y
or volunteer Must be implemented 5 days a week
Must be implemented for no less than 6 weeks, with 8 weeks being optimum
Record of attendance in intervention required
Classroom teacher is encouraged to inform parents of the intervention being provided in the classroom
Other Title 1 Information
y If the student is showing no response to the intervention, the next step is to go to the Student Support Team with the following: start & end dates of intervention, what the intervention entailed, assessment data, and work samples.
Tier 2 Interventions
y Nation’s Choice – whole group and small group instruction in the regular classroom setting.
y Supplemental Instruction in small groups (no more than 5 students) through the Title 1 program.
y Targeted intervention includes decoding, fluency, or comprehension depending on individual student needs.
y Research‐based programs
Tier 2 – Intervention Programs
1st Grade
2nd Grade
3rd
Grade
4th Grade
5th
Grade
X
X
X
X
Phonemic Awareness & Phonics
Early
Reading Intervention (ERI)
Decoding
Read Well
Read Well
Phonics for Reading
Phonics for Reading
Phonics for Reading
Fluency
X
Read
Naturally
Read Naturally
Read Naturally
Read Naturally
Soar to Success
Soar to Success
Soar to Success
Comprehension
Making Making Connections Connections
How to Match Student Needs with Interventions
First Grade * Below Benchmark in Nonsense Word Fluency AND Phoneme Segmentation Fluency – Early Reading Intervention (ERI)
* Below Benchmark in Nonsense Word Fluency –
Read Well OR Reading Mastery (if not making progress in Read Well)
How to Match Student Needs with Interventions
Second Grade
* Below Benchmark in Nonsense Word Fluency AND
Oral Reading Fluency ‐ Reading Mastery (ideally) OR Read Well
* Below Benchmark in Oral Reading Fluency with 95% accuracy or lower ‐ Read Well
* Below Benchmark in Oral Reading Fluency with
96% or higher ‐ Read Naturally
How to Match Student Needs with Interventions
Third through Fifth Grade
* Below Benchmark in Oral Reading Fluency with 96% accuracy or lower – Phonics for Reading
* Below Benchmark in Oral Reading Fluency with
97% or higher ‐ Read Naturally
How to Determine Accuracy Scores from DIBELS ORF Scores
Divide number of words read correctly into total number of words read on each of the three Oral Reading Fluency assessments.
2. Use median score from the three calculations.
3. A score of 97% or higher is an indication of fluency
needs.
4. A score of 96% or lower is an indication of decoding needs.
1.
Tier 2 Progress Monitoring
y DIBELS Progress Monitoring Probes – 1 time a week
y Assess at Grade Level
y After 6 to 8 data points at or above target line, continue intervention and probes for 4 more weeks. If continued progress, student exits Title 1, but is monitored for another 4 weeks.
y Give 3 weeks to settle into a new program, establish and gather progress monitoring data, but look at next 4 data points for decision making
Tier 2 Progress Monitoring
y After 4 to 6 data points below target line, either flat‐
lined or decreasing, make change in intervention, either through smaller group, program change, other. Document the change.
Target Line
y Draw line from first data point (September Benchmark Score) to target shown on Progress Monitoring Booklet Graph.
* This will be the same line shown when printing graphs from the DIBELS website.
Phase Line
y When beginning a new intervention, draw a horizontal line on graph, label the intervention and date, then continue with progress monitoring data points.
Who Administers Tier 2 Assessments
y Assessments and progress monitoring are to be administered by the Title 1 Intervention Specialists or by their trained assistants.
Which Subtests to Use When Progress Monitoring
y Progress Monitor using the subtests in which the student was below benchmark.
First Grade – Below Benchmark in Phonemic Segmentation Fluency and Nonsense Word Fluency –
use both subtests to progress monitor; below benchmark in NWF only – use NWF subtest only
Second Grade – Below Benchmark in Nonsense Word Fluency and Oral Reading Fluency – use both subtests to progress monitor; below benchmark in ORF only –
use ORF subtest only
Tier 2 Interventions are for Students Who. . . y Begin with students in the Intensive Range
*We need to provide more targeted interventions to our students with the greatest needs in an attempt to close the reading gap which has occurred. *Some of the kids in the Intensive Range may require special education to meet their learning needs and we need to provide targeted interventions in order to make placement decisions.
Other Tier 2 Information
y Designed and monitored by Title 1 Intervention Specialist
y Administered by Intervention Specialist or trained assistant
y Must be implemented for no less than 30 minutes, 5 days a week
y Must be implemented for no less than 6 weeks, with 8 weeks being optimum
Other Tier 2 Information y If the student is making little or no progress in the second intervention, a third intervention will be implemented. y Intervention decisions will be made through the Student Support Team
y The third intervention may be one of the following:
*A smaller group or one‐on‐one instruction
*A longer amount of intervention time *A new research‐based program based on student
needs
Other Tier 2 Information
y If more than 20% of students are not making progress in a program or a group, check on fidelity of implementation, time allotted to implementation, and/or matching of students with correct program.
Tier 3 Interventions
y Nation’s Choice – whole group and small group instruction in the regular classroom setting.
y Intensive, specialized, individualized instruction
y Services through Special Education *Once it is determined the student is making little or no progress after at least three interventions, placement in special education will be discussed through the SST process, including input from the school psychologist or special education director. Placement decisions can be made on data collected throughout the intervention process with the addition of assessment data collected from the school psychologist or the special education director.
Frequently Asked Questions
Are any of the following considered interventions?
Grandma using flashcards? Only if it is an identified
and targeted skill the and the flashcard study is designed and directed by the teacher.
Smart Reader? No
Parents hired a tutor? No
Regular class work, but 1‐on‐1 help? No
Cross‐age tutor? No
Modified assignments? No
Frequently Asked Questions
How long does an intervention need to be
implemented?
For best data‐based decision making 6 to 8 weeks.
How often do you have to progress monitor?
For students close to benchmark and receiving a less intensive intervention, once every two weeks is appropriate. For students in the intensive range, once a week is needed.
Frequently Asked Questions
If the child is not making progress is any of the
interventions, does he/she go directly into special
education?
While lack of progress is a strong indication the
student will require special education, the process of eligibility still needs to occur and a team decision regarding placement still needs to be made.
Frequently Asked Questions
If a child is making progress in an intervention group, how long do you continue the intervention?
Continue the intervention and progress monitoring for an extra four weeks, then progress monitor for another four weeks once the student has been released from the intervention.
Frequently Asked Questions
How do we progress monitor for math and/or written
language?
One of our many long range goals is to administer universal screening assessments in math and written language three times a year, as we do with DIBELS. Once we have that in place, we will also have assessments in which to progress monitor.
Frequently Asked Questions
Aren’t 30 minute sessions too long for kindergartners
and first graders?
In general, 30 minutes is not too long for kindergarteners or first graders in an intervention. If a particular student is having a difficult time attending, the time may need to be adjusted or the intervention may not be appropriate. Changes should be made accordingly.
Frequently Asked Questions
Are we slowing down the process of identifying
students for special education when we are requiring at
least 3 interventions running for 6 to 8 weeks prior to
special education evaluation?
While it does take time to identify a student for special
education services in this model, students are receiving
targeted instruction throughout the entire process.
Frequently Asked Questions
Do we have a district form to use as students go through
the RTI process?
Yes, we have a Student Intervention Profile form that should be completed following each intervention. This is typically done at SST meetings.
Do Intervention 3 and Tier 3 mean the same thing?
No, Intervention 3 is the third intervention the student receives under Tier 2. Tier 3 is placement in Special Education. Frequently Asked Questions
How many interventions are required?
In general, three. When is Consent to Evaluate required? After Tier 2 interventions have been implemented but
the student has shown little or no progress. At that
point, we need to consider special education. Frequently Asked Questions
Are special education teachers providing intervention
groups?
In most elementary schools, yes. Rick has approved resource teachers providing the final intervention in order to give to them an opportunity to work
individually with the student prior to making an
eligibility and placement decision. This has greatly
facilitated the writing of IEP goals and the development
of an appropriate curriculum.