Welcome Back
Kaskaskia Special Education District
RTI Workshop
Day 2
July 24, 2008
Response to Intervention
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Marica Cullen, Illinois State Department
of Education
Ellen Hunter, Private Consultant
Allison Layland, Center for Research on
Learning
RTI
Interventions
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Primary Level
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High quality, scientifically based general
instruction
Core curriculum
Effective strategies
Primary Level
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Overall reading and math instruction
embedded throughout content
instruction
Content enhancement strategies to
ensure content mastery
Progress monitoring and adjustments in
instruction as needed
Secondary Level
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Applies to students who demonstrate
inadequate progress through progress
monitoring despite receiving high quality
instruction and strategies.
Interventions are
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specific to needs
Provided in addition to general instruction
Small group (3 to 5 students)
Progress monitor frequently to determine
response
Tertiary Level
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Applies to those that have low response
to interventions provided in the small
group
More intensive in time and frequency
More frequent progress monitoring
Could be special education, but does
not have to be
One example
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Content Literacy
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The listening, speaking, reading,
writing,and thinking skills and strategies
required to learn in each academic
discipline.
These skills are applied across content
areas.
Example of RtI
Riverbank High School Story
Implementing the Content Literacy Continuum
Ken Geisick, Ed.D.
Riverbank High School Principal
Peggy Graving-Reyes
National Site Coordinator, Midwest CLC Research Project
CLC/SIM Professional Developer, KU Center for Research on Learning
Silvia DeRuvo
Program Associate
California Comprehensive Center at WestEd
Thinking about the curriculum:
Knowledge and Outcomes
Thinking About the Curriculum...
Knowledge
Critical Content
Course
The CLC says…
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Each member of a secondary staff has
unique (but very important) roles relative to
literacy instruction
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While every content teacher is not a reading teacher, every
teacher instructs students in how to read and process content.
Instructional coaches may be necessary but aren’t sufficient.
Some students require more intensive,
systematic, explicit instruction of content,
strategies, and skills
Content Literacy “Synergy”
CONTENT
CLASSES
CONTENT
CLASSES
Level 1.
Enhanced
Content
Instruction
Level 2.
Embedded
Strategy
Instruction
TIER I
Improved
Literacy
TIER I
Level 5.
Therapeutic
Intervention
Foundational language
competencies
KU-CRL CLC- Lenz, Ehren,&
Deshler, 2005
Level 3. Intensive
Strategy
Instruction
• strategy classes
• strategic
tutoring
Level 4. Intensive
Basic Skill
Instruction
Proficient readers have
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Background knowledge
Text/Knowledge structure
Vocabulary
Learning strategies
Fluency
Sight word vocabulary
Word Recognition
Proficient readers have
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Background knowledge
Text/Knowledge structure
Vocabulary
Learning strategies
Fluency
Sight word vocabulary
Word Recognition
Primary Level
Levels 1 and 2
Secondary Level
Levels 2 and 3
Tertiary Level
Levels 3, 4 and 5
HIGHER ORDER
LEVELS
1
2
SUBJECT MATTER
Enhance content instruction
Tier I: Universal Instruction in CERs
STRATEGIES
Embedded strategy instruction
Tier 1:
Universal Instruction in Learning Strategies (LS)
3
4
Intensive strategy instruction
Tier II: Targeted Interventions in LS (Short Term)
Tier III: Specialized Treatments in LS (Long Term)
SKILLS
Intensive basic skill instruction
Tier II: Target Interventions (Short Term)
Tier III: Specialized Treatments (Long Term)
5
LANGUAGE
Therapeutic intervention
Tier III: Specialized Treatments
P
r
i
m
a
r
y
A Continuum of Literacy Instruction
(Content Literacy Continuum -- CLC)
Level 1:
Enhanced content instruction
(mastery of critical content for all regardless of literacy levels)
Level 2:
Embedded strategy instruction (routinely weave
strategies within and across classes using large group
instructional methods)
Level 3:
Intensive strategy instruction (mastery of specific
strategies using intensive-explicit instructional sequences -4th & above)
Level 4:
Intensive basic skill instruction (mastery of entry
level literacy skills at the PreK-3rd: decoding, fluency…)
Level 5:
Therapeutic intervention (mastery of language
underpinnings of curriculum content and learning strategies)
Content Enhancement
Teaching Routines
Planning &
Organizing
Course Organizer
Unit Organizer
Lesson Organizer
Teaching
Concepts
Concept Mastery Routine
Concept Anchoring Routine
Concept Comparison Routine
Exploring
Text, Topics, & Details
Framing Routine
Survey Routine
Clarifying Routine
Order Routine
Increasing
Performance
Quality Assignment Routine
Question Exploration Routine
Recall Enhancement Routine
Learning Strategies
Expression of
Competence
Acquisition
Storage
• Word Identification
• First-Letter Mnemonic
• Paraphrasing
• Paired Associates
• Fundamentals of
Summarizing &
Paraphrasing
• Listening/Notetaking
• Sentence Writing
(Fundamentals and
Proficiency)
• Vocabulary
• Paragraph Writing
• Self-Questioning
• Visual Imagery
• Error Monitoring
• Theme Writing
• Word Mapping
• Assignment
Completion
• Interpreting
Visuals
• Test-Taking
• Multipass
• Essay Test Taking
Strategies for
Interacting with Others
Slant -A classroom participation strategy
Possible Selves -Motivational - Goal Setting Strategy
Cooperative Thinking
Community Building Series
THINK Strategy -problem solving
Focusing Together
LEARN Strategy -learning critical information
Following Instructions Together
BUILD Strategy -decision-making
Organizing Together
SCORE Skills -social skills for cooperative
groups
Taking Notes Together
Teamwork Strategy
Talking Together
Intense Explicit Instruction
Primary
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Level I
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Cue
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Do
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Review
Level 2
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“I do it” (learn by
watching)
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“We
do it” (learn
by sharing)
“You do It”(learn by
practicing)
Secondary and Tertiary
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Level 3, 4, and 5
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Pretest
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Describe
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Model
Practice and quality feedback
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Commitment of student and
teacher
Goals
High Expectations
Controlled and advanced
Posttest and reflect
Generalize, transfer and apply
Riverbank High School
Reports
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High minority, high poverty,
suburban/semi-rural
Implementation of CLC for 4 years.
Gained over 100 points on California’s
Academic Performance Index (API)
Exceeded growth targets for Latino
students, students with disabilities
and English Learners
BREAK
More Examples
Rural Secondary Literacy Projec
Ortega Middle School
•Pilot project site
•Developed and nurtured literacy leadership team
•Full implementation Fall of 2007
•Changed mastery schedule to include literacy classes for all
students
•Arranged classes into 3 Tiers
•Trained staff for instructional participation
•Purchased curriculum for intensive intervention classes
•Used existing curriculum for targeted/strategic instruction
•Purchased additional instruction resources for strategic
instruction
Additional Adjustments
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Merged Literacy team with RtI team
Used coaching/training to further staff’s
understanding of reading/literacy
Using program specific assessments to
monitor progress
Purchased AIMsweb to intensify progrss
monitooring
Plans for Fall 2008
• Adjust master schedule to
increase intensive instruction to a
full 90 minutes daily
Group Work Time
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Part II and V
LUNCH
One District’s Journey
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Beginning data
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District ranked 40th in the state in reading
but 14th in math
Reading scores were stagnant or showed
decline
Majority of English language learners had
been in the district for more than 4 years,
yet were unable to score proficient
Teachers’ Voices
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During the meet and confer process the
teacher suggested a district wide
literacy goal tied to performance
All staff including classified staff would
receive a monetary reward for improved
reading performance
School Board set aside $100,000
District Literacy Committee
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Comprised of staff, parents, community
members, and had student
representation
Developed a district literacy goal that
aligned with RTI
Implementation seen as a 5 year plan
Mission and Vision
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Promote a literacy enriched culture where all learners
develop the ability to make meaning of various forms
of information and use this information to become
successful creative, innovative, critical thinkers and
problem solvers.
To develop and implement a Literacy Continuum of
Services that includes formative assessments and
screenings, tiered effective interventions and
scientific research based instructional practices
across all content areas to improve student
achievement in literacy.
Started small
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Increase the number of students from No Score
and Unsatisfactory to Partially Proficient by 10%
or 7 students.
Increase the number of students from Partially
Proficient to Proficient by 10% or 14 students.
Increase the number of students from Proficient
to Advanced by 5% or 24 students.
Information Gathering
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Inventory of interventions to date
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We had more than 10 interventions being used in
the district with various levels of training,
implementation and effectiveness.
Review of current research for all current
interventions
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Identified those programs with the strongest
research.
Changed the implementation of those programs
with least research-based effectiveness.
Information Gathering
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Elementary School:
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Middle School:
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DIBELS
STAR
BEAR
Scantron EdPerformance consistently twice a year
Scantron EdPerformance consistently once a year
High School:
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Scantron EdPerformance inconsistently
Screening Model
All Students
Review CSAP
Give:
Test of Silent Contextual Reading Fluency(TOSCRF)
Group One
Proficient CSAP & Above 40%ile on TOSCRF
No further assessment at this time
Teach comprehension & vocabulary
Group Two
Low CSAP & Above 40%ile on TOSCRF
Give
Test of Silent Word Reading Fluency(TOSWRF)
Group Two A
Low CSAP & Above 40%ile on TOSWRF
Monitor Progress
Review Test Taking Skills
Teach comprehension & vocabulary
Group Three
Low CSAP & Below 40%ile on TOSCRF
Give
Test of Word Reading Efficiency (TOWRE)
Group Two B
Low CSAP & Below 40%ile on TOSWRF
Give
Test of Word Reading Efficiency (TOWRE)
Group Two B1/Group Three A
Above 33%ile on both TOWRE subtests
Provide Intervention with major emphasis on
comprehension and minor decoding
Group Two B2/Group Three B
Below 33% on either TOWRE subtests
Provide intervention with major emphasis on
decoding and minor comprehension
Response to Intervention
If progress is seen continue instruction until
progress indicates intervention is no longer
needed.
Response to Intervention
If progress is not seen or is slow, increase the
time and intensity of the intervention and if
warranted, give component specific diagnostic
assessment and intensify intervention
Interventions-middle school
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Tier 1
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Common Strategies for Vocabulary and Comprehension
Tier 3
Tier 2 (Planned)
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Literacy Workshop as semester class
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Vocabulary Through Morphemes
Spellography
Six-Minute Solution
Tier 3
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Wilson
Hampton Brown High Point
LiPS
Interventions-high school
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Tier 1
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Core Language Arts Program (McDougal Littell)
Tier 2 and 3 (18 students)
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Double block of Language Arts
Wilson
LiPS
Advanced decoding-Rewards
Bridges to Literature (McDougal Little)
Building a Literacy Culture
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District Literacy Specialist
“Bus-braries”
High School Student Literacy Group
Community “hosts”
Results
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Post testing has been done and being
analyzed
CSAP test results coming out
More work to be done
BREAK
Fidelity
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From a researcher perspective
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Dumas et al., 2001: “Fidelity is central to the
validity of any intervention study and is closely
related to the statistical power of outcome
analysis.”
From a school system perspective
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Mellard & Johnson, 2008: Serves the purpose of
identifying areas of strength on which schools can
build and areas of deficiency that need to be
remediated.
Methods in Fidelity
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Direct Assessment
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Operational Terms are specified in a
checklist
Observations indicate number of
components implemented
Considered the best practice
Example: FCRR principal’s walk through
checklist
Mellard & Johnson, 2008
Methods in Fidelity
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Indirect assessment
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Self-reports, rating scales, interviews,
permanent products
Manualized treatments
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Step by step guide or checklist of
implementation
Supporting materials needed
Mellard & Johnson, 2008
Frequency of Fidelity Checks
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Dependent upon
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Experience level of the teacher
Teacher request for support
Class or group performance on progress
monitoring, screening, and other
assessments
Referral rates
Mellard & Johnson, 2008
Support Systems
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Professional development and training
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Formal opportunities for workshops and inservice
training
Partnerships with mentors or coaches
Resource allocation
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Time
Support materials
Social structures
Role changes
Mellard & Johnson, 2008
Qualities of High Quality
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Vision stated and shared
Staff member roles defined
Resources provided
Process delineated
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Frequency
Criteria
What’s next?
Mellard & Johnson, 2008
Internet Resources
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Illinois State Board of Education website
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www.isbe.net/RtI_plan/default.htm
or
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www.isbe.net and search Response to
Intervention
Internet Resources
 www.rti4success.org
 www.ideapartnership.org/page.cfm?pageid=
28
 www.ilispa.org/
 www.nasdse.org/projects.cfm?pageprojectid=
23
 www.rrfcnetwork.org
Internet Resources
 www.whatworks.ed.gov/
 www.illinoisaspire.org/welcome/
 www.studentprogress.org/
 www.fcrr/org
 www.tctl.org/
 www.promisingpractices.net/default.asp
 www.interventioncentral.com
Secondary Resources for RtI
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www.centeroninstruction.org/
www.kucrl.org/cec2007/
Next Steps
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Process
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Work towards full implementation
Team Approach
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Drive into general education thinking
Every teacher, every student, ev
Group Work Time
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Parts VI and VII
Final Thoughts
(Kevin Rench)