School wide Key Features

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2 School wide Program At least 40% school population considered to be living in poverty ALL students are eligible for services Combining of services and funding to upgrade the ENTIRE educational program

3 School wide Key Features Shared vision among entire school staff Academic focus Planning and design (how to reach outliers) Family and community involvement Structure is common throughout the school (PBS) Professional Development Inclusiveness (meeting needs of ALL students) Evaluation of progress

4 Key Elements Parent teacher student compact Meeting needs of low achieving students Letter to parents required Parent Involvement Plan Annual evaluation

5 School wide Basics Belief: Students in high poverty areas benefit most when schools improve the entire instructional program Cannot continue to be more of the same must use supplemental materials and interventions known to be effective and research based Vehicle for school wide reform

6 The Role of District 6 District 6 has been approved by the Oregon Department of Education to implement a School wide Title I program.

7 The Pyramid Intensive (Individual 5%) Strategic (Small Group 15%) Universal (Whole Group 80%)

8 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)

9 Response to Intervention Can also be looked at in terms of: Response to Instruction Really Terrific Instruction (David Tilly)

10 Core Instruction (Tier 1) Required for All Students 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

11 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

12 Tier 1 Progress Monitoring DIBELS Progress Monitoring Probes 1 time a week OR 1 time every 2 weeks (once a week is optimal) 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.

13 Who Administers Tier 1 Assessments? Pre and Post Assessments and DIBELS Progress Monitoring are to be administered in the regular classroom through the regular classroom teacher. 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.

14 Tier 1 Interventions are for Students Who... Are in the Strategic Range Are near benchmark pre teach/re teach Are in the mid and lower strategic range preteach/re teach and more targeted intervention (listed in former slide)

15 Other Tier 1 Information Designed and monitored by classroom teacher Administered by classroom teacher, teaching assistant, 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

16 Other Title 1 Information 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.

17 Tier 2 Interventions Nation s Choice whole group and small group instruction in the regular classroom setting. Supplemental Instruction in small groups (no more than 5 students) through the Title 1 program. Targeted intervention includes decoding, fluency, or comprehension depending on individual student needs. Research based programs

18 Tier 2 Intervention Programs Phonemic Awareness & Phonics 1 st Grade 2 nd Grade 3 rd Early Reading Intervention (ERI) Grade 4 th Grade 5 th Grade X X X X Decoding Read Well Read Well Phonics for Reading Phonics for Reading Phonics for Reading Fluency X Read Naturally Read Naturally Read Naturally Read Naturally Comprehension Making Connections Making Connections Soar to Success Soar to Success Soar to Success

19 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)

20 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

21 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

22 How to Determine Accuracy Scores from DIBELS ORF Scores 1. 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.

23 Tier 2 Progress Monitoring DIBELS Progress Monitoring Probes 1 time a week Assess at Grade Level 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. 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

24 Tier 2 Progress Monitoring After 4 to 6 data points below target line, either flatlined or decreasing, make change in intervention, either through smaller group, program change, other. Document the change.

25 Target Line 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.

26 Phase Line When beginning a new intervention, draw a horizontal line on graph, label the intervention and date, then continue with progress monitoring data points.

27 Who Administers Tier 2 Assessments Assessments and progress monitoring are to be administered by the Title 1 Intervention Specialists or by their trained assistants.

28 Which Subtests to Use When Progress Monitoring 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

29 Tier 2 Interventions are for Students Who... 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.

30 Other Tier 2 Information Designed and monitored by Title 1 Intervention Specialist Administered by Intervention Specialist or trained assistant Must be implemented for no less than 30 minutes, 5 days a week Must be implemented for no less than 6 weeks, with 8 weeks being optimum

31 Other Tier 2 Information If the student is making little or no progress in the second intervention, a third intervention will be implemented. Intervention decisions will be made through the Student Support Team 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

32 Other Tier 2 Information 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.

33 Tier 3 Interventions Nation s Choice whole group and small group instruction in the regular classroom setting. Intensive, specialized, individualized instruction 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.

34 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

35 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.

36 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.

37 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.

38 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.

39 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.

40 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.

41 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.

42 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.

43 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.