RTI GeneralOverview - CMCSSRTI

Report
CMCSS & RTI
Presented by:
Dr. Patti Wilson and Julie Combs
Professional Group Norms
• Keep Cell Phones Silent
• Take important calls away from
presentation area
• Maintain a professional atmosphere by
refraining from side-bar conversations
• Hold questions or comments until the
end of the presentation
Objectives:
• Alleviate RTI anxiety
• Inform CMCSS staff about district efforts to
implement RTI
• Provide a general overview of what RTI is and
how we plan to accomplish it over the next 3
years.
• Provide resources to staff members that will
help with implementation.
History of RTI in CMCSS/TN
• 2008-2010 – District Committee
gathered data about RTI for discussion
• District focus/resources shifted to
implementing Common Core
• State lawmakers passed RTI legislation
including changes to LD identification
• 2013 CMCSS RTI Steering Committee was
re-established
http://cmcssrti.wikispaces.com
History Continued
• 2013-14 TNDOE begins developing RTI manual
and implementation guidelines.
• 2014 TNDOE/TNBOE agreed to offer waivers to
middle and high schools
• April 2014 CMCSS selects a Universal Screener
• April – May 2014- CMCSS trains elementary
schools and pilots to use screener and implement
RTI (Elementary schools screened at grade level)
• June 2014 – TNDOE promises recommendations
to districts on universal screening tools by mid
July.....
http://cmcssrti.wikispaces.com
Why RTI?
http://cmcssrti.wikispaces.com
The Pyramid
5% of Students
http://cmcssrti.wikispaces.com
CMCSS RTI Work
•
•
•
•
•
•
•
•
Created School-based RTI teams
Met periodically to get input from schools
Researched how other districts implemented RTI
Created a District RTI message / wikipage
Created an RTI intervention database
Selected a Universal Screener / Progress Monitor
Provided guidelines about scheduling to schools
Provided 3 days of training for school based teams.
http://cmcssrti.wikispaces.com
Universal Screener
Path Driver from EPS
• Skills based assessment
• Easy to administer (computer based)
• Provides progress monitoring
http://cmcssrti.wikispaces.com
What Screening Tells Us
• Which students are performing below grade
level.
• If there are instructional problems in Tier I
• If progress is being made from beginning to
end of a school year.
http://cmcssrti.wikispaces.com
What Screening Does
Not Tell Us
•
•
•
•
Exact skill deficit area
Lexiles or Quintiles
T-CAP/Gateway readiness
Future test performance
http://cmcssrti.wikispaces.com
Purpose of Screening
To quickly check overall academic progress in
Reading and Math and identify STUDENTS who
may need extra attention due to a possible skill
deficit based on screening score.
Basically, it tells us which students have a
temperature and need more tests to determine
what is causing the fever.
http://cmcssrti.wikispaces.com
Skills vs. Standards
Skills
•
•
•
•
•
•
•
Phonemic Awareness
Fluency
Vocabulary
Comprehension
Number Sense
Multiplication
Geometry
Standards
•
•
•
•
•
Identify Main Idea
Make inferences
Summarize a passage
Identify main character
Find the common
denominator
• Find area of a figure
http://cmcssrti.wikispaces.com
Think about it…
http://differenttogether.files.wordpress.com/2012/07/boy-reading.jpg
http://cmcssrti.wikispaces.com
When does this happen?
• Screening with Path Driver replaces Learning
Links and DIBELS.
• Screening occurs at the beginning, middle,
and end of year.
• Staff Development days have been
strategically scheduled to allow time for RTI
teams to meet and make placement decisions.
http://cmcssrti.wikispaces.com
What Does it Look Like?
http://cmcssrti.wikispaces.com
What Does it Look Like?
Oral Reading Fluency (optional)
Maze Comprehension
http://cmcssrti.wikispaces.com
What do Reports Look like?
http://cmcssrti.wikispaces.com
What do Reports Look like?
http://cmcssrti.wikispaces.com
What do Reports Look like?
http://cmcssrti.wikispaces.com
After Screening
•
•
•
•
RTI data team examines data
Look for trends
Rule out false negatives or positives
Match intervention numbers to building
capacity
• Assign students to intervention
http://cmcssrti.wikispaces.com
Intervention
• Academy of Reading and Math
• Intervention database
• Other proven interventions
http://cmcssrti.wikispaces.com
Academy of
Reading/Math
•
•
•
•
Pre-test for skill and instructional level
Prescribes program of intervention
Delivered by the computer
Stops students if they are not making
progress and requires teacher time.
http://cmcssrti.wikispaces.com
What does Academy of
Reading/Math Look Like
http://cmcssrti.wikispaces.com
Intervention Database
•
•
•
•
Collection of interventions
Searchable by grade level, subject and skill
Requires Log-in
Created to save teachers and data teams time
when looking for specific skill interventions.
• Not the only interventions that can be used,
just a collection we will continue to add to.
• Located on the cmcssrti wiki page.
http://cmcssrti.wikispaces.com
Intervention Database
• Search by Math,
Reading, Writing
• Choose a skill
• Select the grade
level range
• Find Results
http://cmcssrti.wikispaces.com
Intervention Delivery
• Tier II 1:5 (Elementary) 1:6 (Middle, High)
Tier III 1:3 (Elementary) 1:6 (Middle, High)
• In addition to core instruction (not a pull-out)
• Delivered by highly qualified staff
• Progress Monitored weekly or every other
week.
http://cmcssrti.wikispaces.com
Tier Movement
• No movement unless something has been
changed about the intervention. Ex. Time of
day, type of intervention, teacher
• Intervention must be given time to work. Ex. A
minimum of 8-10 data points are required prior
to movement.
• Intervention effectiveness must be monitored
through fidelity checks at each level.
http://cmcssrti.wikispaces.com
Ripple Effects of RTI
• Improvement of Tier I instruction
• Teachers will be more informed about students
across grade level, not just in their class.
• Teachers will have better understanding of how
to intervene with students.
• Schools will have more data to support
educational decisions, like identification of
students who have learning disabilities or need
a 504 plan.
http://cmcssrti.wikispaces.com
Improvements
Old Model
• Identification of students
with learning disabilities
was reactive.
• Student deficits grew before
intervention occurred.
• Teachers struggled on their
own with students who
were not succeeding.
• Students missed core
instruction while getting
intervention help.
New Model
• Data will already exist to support
identification of student with
learning disabilities.
• Intervention occurs early so gaps
don’t grow.
• Time in schedule allows for
teams to make intervention
decisions.
• Time in schedule allows for core
instruction and intervention.
http://cmcssrti.wikispaces.com
CMCSS Next Steps…
• PLC’s to further support RTI implementation
• Deliver training in August 2014 on using
intervention and progress monitoring tool to
elementary schools
• Deliver training to all Middle schools on using
the universal screener.
http://cmcssrti.wikispaces.com
Summary
• RTI is a State-wide mandate
• 3-5 years (give yourself/school time to figure this out)
• Expect the triangle to be upside down for a while
• Match intervention to building capacity for
intervention
• Most highly skilled teachers should be
delivering intervention to most deficient
students
• Intervention is in addition to core instruction
http://cmcssrti.wikispaces.com
Learn More about RTI
http://cmcssrti.wikispaces.com
Questions?
http://cmcssrti.wikispaces.com

similar documents