6/11/2012                                                  The RtI                                            The RtI Jour...
6/11/2012                                                                                    Non-Negotiable #1:         No...
6/11/2012      Non-Negotiable #2      & Step 1 of RtI Process: Problems/Suggestions                                       ...
6/11/2012        Tier 2 Interventions: Reading                        Tier 2 Interventions: Math      RAZ-Kids (K-6)     ...
6/11/2012                                                                                        Non-Negotiable #6:       ...
6/11/2012      Decision Point for Tier 2                                                            Decision Point for Tie...
6/11/2012         The Impact of RtI at HMS:                                               The Impact of RtI at HMS:       ...
6/11/2012         Staff Testimonial                                        Student TestimonialsJust a quick note to say ho...
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The Never-Ending Journey: Developing and Implementing Response to Intervention in Middle School -Hms rti road map handouts

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June 28, 1:45 – 2:45pm, Room: Delaware B
Join a middle school principal, school psychologist, and language arts teacher, as they share their journey of successfully implementing Response to Intervention (RTI, including what has worked and what has not worked. Attendees will hear three different perspectives on the process and advice on how to work as a team. Attendees will gain a better understanding of benchmarking, specific intervention programs, data collection, reinventing the Intervention Assistance Team process, and changing the culture of how teachers work with students.
Main Presenter: Charles DiLuaro, cipal, Hudson City Schools
Co-Presenter(s): Julie Dittman and Amanda Mooney, Hudson City School

Published in: Education, Technology
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The Never-Ending Journey: Developing and Implementing Response to Intervention in Middle School -Hms rti road map handouts

  1. 1. 6/11/2012 The RtI The RtI Journey Never Ending Journey: A Road Map “Our lessons come from the journey, not the destination.” ~Don Williams, Jr. Hudson Middle School Presenters: Chuck DiLauro (Principal); Kim Cockley (Assistant Principal); Julie Dittman (ELA Teacher); Amanda Mooney (School Psychologist)Copyright © DiLauro, Cockley, Dittman & Mooney An RtI Road Map RtI is a Journey – Begin with a Smile Hudson Middle School Profile “The shortest distance between two points is under  Located in northeastern Ohio between Cleveland and Akron construction.” ~Noelie Altito  ~1200 students grades 6-8 “The best car safety device is a rear-view mirror with  ~75 teachers a cop in it.”  Excellent with Distinction past 4 years ~Dudley Moore  4th highest ranked middle school in the state (based on 2011 Ohio “If all the cars in the United States were placed end performance index) to end, it would probably be Labor Day Weekend.” ~Doug Larson  2012 Recipient of Ohio Middle Level Association Best Middle Level Practice “The one thing that unites all human beings, regardless of age, gender, religion, economic status Let’s all move forward with the or ethnic background, is that, deep down inside,  16% of our students receive special education services in our district. we ALL believe that we are above average confidence that we are above drivers.” average drivers and that we can  17% of our students receive special education services in our building. ~Dave Barry conquer this journey that is RtI! An RtI Road Map An RtI Road Map History of RtI at HMS 4 Steps of RtI  Year One: – No systematic RtI – teachers tried it during study halls 1. Benchmark – Grant – Amanda Mooney and Susan Penrod 2. Identify students who need – Pilot AIMSweb in a 6th and 7th grade classroom – No specific interventions interventions (Team – Focus on Reading Meeting)  Year Two: – Whole School benchmarking 3. Begin Interventions – More formal RtI groups – still not reaching all students – Focus on Reading – pilot Math 4. Review progress data and – Specific Interventions determine next steps (PST) – Problem Solving Team (PST)  Year Three: – Reading and Math The next several slides illustrate how these – Whole school available for RtI during FOCUS period 4 key steps fit within our 8 non-negotiable tenets of a successful RtI program. An RtI Road Map An RtI Road Map 1
  2. 2. 6/11/2012 Non-Negotiable #1: Non-Negotiables of RtI: Our Travel Plan Professional Development Year One  Mark Forget – MAX-Teaching1. Professional Development2. Universal screening  Margaret Searle -Raising the Bar For All Learners3. Multiple tiers of intervention  Pat Quinn – videos during staff meetings4. Scientific research-based interventions  Ross May – RtI Specialist for Summit County – Professional5. Progress monitoring Development for Language Arts and Math teachers6. Intervention/data teams  Visit to North Royalton Middle School7. Integrated data collection/assessment system  OSPA – Spring Conference – RtI team8. Fidelity  Summit County SERRC – Academic/RtI seriesAn RtI Road Map An RtI Road Map Non-Negotiable #1: Professional Development Year Two & Three Non-Negotiables of RtI: Our Travel Plan Year Two - 1. Professional Development  – Pat Quinn - “RtI Guy” 2. Universal screening & Step 1 of RtI Process – Dr. McCook – Ohio Middle School Conference (RtI break out session) 3. Multiple tiers of intervention – Model Schools Conference (RtI break out session) 4. Scientific research-based interventions Year Three – 5. Progress monitoring – Pat Quinn – “RtI Guy” 6. Intervention/data teams – Dr. Daggett - Model Schools Conference 7. Integrated data collection/assessment system – Webinars in math/reading interventions – Discussions in monthly staff meetings 8. FidelityAn RtI Road Map An RtI Road Map Non-Negotiable #2: Non-Negotiable #2 Universal Screening & Step 1 of RtI Process: LogisticsAIMSweb Step 1: Benchmark  R-CBM - fluency Logistics:  Three 1-minute reading prompts (online on AIMSweb)  MAZE – comprehension Reading Comprehension and Fluency Benchmark  75-minute period; Adjusted schedule school-wide  One 3-minute assessment (score by hand; input into AIMSweb)  In homeroom whole-group Maze Assessment  Math – computation  Individual fluency assessment: team teacher and a helper (computer  One 8-minute assessment (score by hand; input into AIMSweb) scoring)  Other students should SSR while fluency assessment is occurring  Math – application  Grade maze and input into AIMSweb  One 8-10-minute assessment (score by hand; input into AIMSweb) Math Computation and Application Benchmark  Math teachers administer in math class** Benchmark 3 times per Year  Team teachers all assist with scoring and entering into AIMSwebAn RtI Road Map An RtI Road Map 2
  3. 3. 6/11/2012 Non-Negotiable #2 & Step 1 of RtI Process: Problems/Suggestions Non-Negotiables of RtI: Our Travel Plan Step 1: Benchmark 1. Professional Development  Problems/Suggestions: 2. Universal screening   School-wide reading benchmarking in AM: difficult to get started first thing in the morning; difficult to train 3. Multiple tiers of intervention substitute teachers before homeroom began. – Suggestion: Move benchmarking period to the end 4. Scientific research-based interventions of the day. 5. Progress monitoring  Password problems – teachers did not remember and password had to be changed often. – Suggestion: Have 2 to 3 “trouble shooters” available. 6. Intervention/data teams  School-wide math benchmarking was not necessary, 7. Integrated data collection/assessment system given that the tests are given as a group. – Suggestion: Math teachers administer math 8. Fidelity benchmarks during a portion of each math period.An RtI Road Map An RtI Road Map Non-Negotiable #3: Multiple Tiers of Intervention Non-Negotiables of RtI: Our Travel PlanTier One In our general education classrooms (key) 1. Professional Development Tier Two 2. Universal screening  Year 1: During planning/study hall (Reading) Negatives: could not see all students – time 3. Multiple tiers of intervention  issues Year 2: LA teachers had one less class – used 4. Scientific research-based interventions additional period for RtI & Steps 2-3 of RtI Process Negatives: could not see all students – no 5. Progress monitoring common planning Year 3: FOCUS periods – all students are 6. Intervention/data teams scheduled for intervention or enrichment period 7. Integrated data collection/assessment systemTier Three Increase frequency – decrease students 8. FidelityAn RtI Road Map An RtI Road Map Non-Negotiable #4 Non-Negotiable #4: & Step 2 of RtI Process Scientific Research-Based Interventions  Change curriculum Step 2: Identify students who need interventions (Team Meeting)  Add intensive one-on-one or small – Decide which students would benefit from Tier 2 group instruction Intervention  Change scope and sequence of Criteria to decide intervention: tasks  AIMSweb score  OAA scores  Increase guided and independent  Classroom progress practice  Classroom assessment  Change types and method of  Classroom Behavior corrective feedback  At-risk students listAn RtI Road Map An RtI Road Map 3
  4. 4. 6/11/2012 Tier 2 Interventions: Reading Tier 2 Interventions: Math  RAZ-Kids (K-6)  Catch-up Math  Comprehension  Computation  Fluency (recording capabilities)  Application  Study Island  ALEKS  Also good for short-cycle assessments  Comprehension  Application  My Skills Tutor  Study Island  Comprehension  Standards-based  Read Naturally  Also good for short-cycle assessments  Fluency  Moby Math  Reading Detective  Special education  Comprehension  Diagnostic  Lower grade levels  Readers Theater/Poetry with Audacity  Progress monitoringAn RtI Road Map An RtI Road Map Non-Negotiable #4 Tier 2 Interventions: Organization & Behavior & Step 3 of RtI Process Step 3: Begin Intervention  Meet 5 days with student for intervention per week Executive Function  Organization  Choose 1-2 interventions to focus on for the duration of  Study skills the intervention period Impulse Control  Write goal on AIMSweb  Behavioral RtI  Progress monitor weeklyAn RtI Road Map An RtI Road Map Non-Negotiable #5: Non-Negotiables of RtI: Our Travel Plan Progress Monitoring1. Professional Development   The purpose of progress monitoring is to take frequent2. Universal screening  measures, usually weekly, of a student’s performance to3. Multiple tiers of intervention  determine whether s/he is4. Scientific research-based interventions  making progress in response to the intervention.5. Progress monitoring  Most models that have been researched have used CBM for6. Intervention/data teams weekly progress monitoring.7. Integrated data collection/assessment system ***Hudson Middle School uses AIMSweb:8. Fidelity CBM(Fluency), MAZE, MCAP, & MCOMPAn RtI Road Map An RtI Road Map 4
  5. 5. 6/11/2012 Non-Negotiable #6: Non-Negotiables of RtI: Our Travel Plan Intervention/Data Teams1. Professional Development   Belief systems2. Universal screening   Team roles3. Multiple tiers of intervention   Purpose4. Scientific research-based interventions   Leadership issues5. Progress monitoring  ***Hudson Middle School:6. Intervention/data teams & Step 4 of RtI Process changed from IAT (Intervention Assistance Team) to PST (Problem7. Integrated data collection/assessment system Solving Team)8. Fidelity ***PST Folder on ServerAn RtI Road Map An RtI Road Map Non-Negotiable #6 & Step 4 of RtI Process Non-Negotiables of RtI: Our Travel PlanStep 4: PST - Review Progress Data and Determine Next Steps 1. Professional Development Review RtI data information with the team: 2. Universal screening   At least 6 AIMSweb data points 3. Multiple tiers of intervention   Grades  OAA scores 4. Scientific research-based interventions After discussion, 3 possible choices: 5. Progress monitoring   Exit Intervention (meet with Problem Solving Team & present data): If exited, file paperwork in guidance & student returns to study hall or team 6. Intervention/data teams  support.  Continue Tier 2 Intervention: Set new deadline, increase frequency, 7. Integrated data collection/assessment system change intervention. 8. Fidelity  Recommend Tier 3 Intervention: Guidance maintains paperworkAn RtI Road Map An RtI Road Map Non-Negotiable #7: Integrated Data Collection/Assessment System Decision Point for Tier 2 Integrated data assessment/analysis Student is at or below 10th Percentile on  Team level for targeted students to alter instruction based on response to the intervention universal screening at grade level School level use of data District level use of data AND Growth rate is less than average(25th percentile as a beginning point) *** Hudson Middle School teachers meet weekly in grade level teams to discuss students’ data by team & Language Arts /Math teachers discuss reading/math data specifically at weekly PLC meetings. ***Final data discussed at Problem Solving Team Meeting Continue to Tier 3An RtI Road Map An RtI Road Map 5
  6. 6. 6/11/2012 Decision Point for Tier 2 Decision Point for Tier 3 Student achieves 25th percentile at grade level or above with 6 data points Student is at or below 10th Percentile on universal screening at grade level Exit Tier 2 And Some progress but above 10th percentile Growth rate is less than average(25th percentile as a beginning point) Continue Tier 2 Proceed to Special Ed. ConsiderationAn RtI Road Map An RtI Road Map Decision Point for Tier 3 Non-Negotiables of RtI: Our Travel Plan Student making progress but below 10th percentile at grade level 1. Professional Development  2. Universal screening  Continue Tier 3 or Return to Tier 2 3. Multiple tiers of intervention  4. Scientific research-based interventions  Student achieves 25th percentile at grade level 5. Progress monitoring  6. Intervention/data teams  Exit Tiers 7. Integrated data collection/assessment system  HMS - 50%tile 8. FidelityAn RtI Road Map An RtI Road Map Non-Negotiable #8: Fidelity (2-Step Process) Hudson Middle School Schedule1. Typical step: How long do we do the intervention FOCUS Hybrid Block Schedule • FOCUS period at end of day (30 • 3 days/week of regular 9 (number of sessions or time)? minutes) period day (including lunch2. Most overlooked step: Are we doing the intervention in • RtI for students who need and FOCUS) interventions (Language Arts, the manner it was designed? Math, Special Education – 50 minute core classes teachers) – 40 minute encore classes  6- to 12-minute walk-throughs – 30 minute lunch • Enrichment for students who do not (Social Stud, Science, Unified – 30 minute FOCUS Arts, Encore teachers) • 2 days/week of block periods***Hudson Middle School has chosen programs that can be implemented – Year 3: FOCUS Units were 3-weeks long, developed by FOCUS for core classesin our RtI timeframe/schedule. They are consistent from day to day. – 100 minute block core classes teachers, as extensions of their curriculum – 40 minute encore classes – Year 4: Literature Challenge in 9- – 30 minute lunch week units, modeled after The Book Whisperer – 30 minute FOCUSAn RtI Road Map An RtI Road Map 6
  7. 7. 6/11/2012 The Impact of RtI at HMS: The Impact of RtI at HMS: Initial ETR History Special Education Evaluations STUDENTS INITIALLY EVALUATED, BUT NOT ELIGIBLE AS OF 02/08/2012 30 SY DNQ EHPS EV EH2 MD EW HMS HHS 25 5 06 07 27 3 2 4 2 13 3 0 07 08 31 8 4 0 4 11 4 0 20 08 09 33 12 6 2 1 6 5 1 DNQ 15 IEP 09 10 10 1 0 0 1 5 1 2 1 22 10 10 11 11 2 0 0 2 3 1 3 1 1 11 12 4 0 0 0 1 3 0 0 5 11 8 7 0 6 YEAR TOTAL 116 26 12 6 11 41 14 6 2011-12 2010-11 2009-10 2008-09 Students may have been determined ineligible at initial testing, OR may have exited special services since initial identification.An RtI Road Map An RtI Road Map The Impact of RtI at HMS: Years 1-3 Problems/Obstacles: Student OAA Progress What We’ve Learned OAA Data from 09-10 to 10-11  Too much paperwork! – AIMSweb allowed us to create a (with only Reading RtI at HMS): goal, store progress monitoring – 6th Grade: 90% of students in data on the program, and have a central place to access data during RtI improved their Reading PST meetings. OAA score – We eliminated all paperwork. – 7th Grade: 30% of students in RtI improved their Reading  Benchmarking school-wide has OAA score evolved into our current model due to obstacles discussed in Step 1. – 8th Grade: 72% of students in RtI improved their Reading  Gradual implementation with OAA score teacher ownership is critical.An RtI Road Map An RtI Road Map Years 1-3 Problems/Obstacles: Our Continued Journey Two Purposes of RtI (Pat Quinn, The RtI Guy) • How many data points are needed  The first purpose of RtI is to help students get the help before the students can be brought to that they need. RtI is great at doing this because it is the PST for exiting student from constantly asking the question, "Is what we are doing interventions or to move to tier 3? now actually working?" Progress monitoring helps you • What does tier 3 look like? check this and if the current intervention is not working you should try something else. • Where will tier 3 take place? • Who will provide tier 3 services?  The second purpose of RtI (and it is important to keep • How do you establish progress? the two purposes separate) is to identify students as • Educating teachers to think differently eligible for Special Education Services. Your state has (IAT/PST) adopted rules to show you how RtI can be used to • What interventions to use? When to identify a specific learning disability. change interventions?An RtI Road Map An RtI Road Map 7
  8. 8. 6/11/2012 Staff Testimonial Student TestimonialsJust a quick note to say how valuable I think our math “I liked coming to FOCUS. It was fun and I learned a lot.”RtI has been. This is making a tremendous impact onmany of the students I see on a daily basis. The extra “I did not want other kids to know, but then I started to like coming!”time, attention and effort they are putting forth isallowing them to make progress they otherwise would “It was valuable because it taught me everything I had trouble with.”never have made. Without RtI, they would have dugthemselves into a much deeper hole this year. “I enjoyed learning more and it brought my grade up.”I know you already know all this, but the results that I “I was not happy at first, but happy in the end, because it made me betteram seeing are simply amazing. Kudos to you and because I wasn’t doing so good.”everyone who made this opportunity possible for thestudents that need it the most! “I do think my skills improved. I could read and infer better.”Courtney (8th grade Math Teacher) “I got smarter.”An RtI Road Map An RtI Road Map The RTI Never Ending Journey: RtI is a Journey A Road Map We wish you well on your journey and hope that you’ve learned from our journey. Thank you! Chuck, Kim, Julie, and Amanda Hudson Middle SchoolAn RtI Road Map An RtI Road Map 8

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