o Data analysis revealed eight âhighâ implementing schools, selected .... Reading specialist ... Teachers trained in Guided Reading Plus and Reading Recovery.
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RtI: What Works in Wisconsin Dr. Ruth Short, Dr. Nancy Rice, Dr. Cindy Walker Rachel Westrum, & Samuel Purdy University of Wisconsin – Milwaukee WSRA Presentation Feb 2014
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Study Purpose Wisconsin Department of Public Instruction (DPI) commissioned this study to identify and evaluate how the RtI educational framework is currently being used to identify students with Specific Learning Disability (SLD) in Wisconsin schools.
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• May-September, 2011 o
Study Process - Phase I
Survey developed Sample set established
• September, 2011 to January, 2012 o o o
Year One survey distribution 191 schools were sent surveys 83 completed surveys, 43.5% response rate
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• February to May, 2012 o
o
Study Process - Phase I
Data analysis revealed eight “high” implementing schools, selected based on the reported use of best practices in RtI (eg. number of years implementing, RtI team make-up, fidelity monitoring procedures, ect.) Phone interviews were completed
• June to July, 2012 o
Survey revised based on thorough item analysis, and evaluation of reliability and validity
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Study Process - Phase I
• September, 2012 to January, 2013 o o o o
Year Two survey distribution 156 Elementary Schools were sent surveys 92 completed surveys, 59% response rate Observational tools developed
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Study Process - Phase II
• January, 2013 to June 2013 o o o
Observational tools piloted Data analysis of survey results 4 on-site observations/interviews conducted at high implementing schools
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Survey Focus Questions • What are the specific types of interventions currently being used in Wisconsin schools as part of the RtI model? • How are the interventions affecting the identification rate of students who meet the new SLD criteria? • How are the interventions affecting the identification rate of students in other disability areas? • Who is providing the intervention? How often? • Who is on the RtI team in your building/district?
Most Used Reading/Language Arts Interventions Intervention Guided Reading
Tier 2 % Intervention Basal Reading 59.6 Series
%
Tier 3 Intervention
%
15.1
Guided Reading
35
Leveled Literacy Intervention
55.6
Six-Traits Writing
14.8
Individualized 31.4 Instruction/Tutoring
Individualized Instruction / Tutoring
35.2
Readers' Theatre
13.2
Early Intervention in Reading
21.6
Writer's Workshop
32.4
Corrective Reading 12.7
Leveled Literacy Intervention
20.5
Wilson Reading System
24.9
Read Naturally
Corrective Reading
Drill/Flashcards
24.7
Accelerated Reader 12.5
Partner Reading SOAR to Success
22.7 15.5
Reading Recovery Orton-Gillingham
12.7
10.6 10.3
Wilson Reading System Orton-Gillingham Writer's Workshop
18 11 9.9 9.8
Most Used Mathmatics Interventions Tier 2 Intervention
%
Drill/Flashcards
38.1
Individualized Instruction/Tutoring Everyday Math Textbook Number Worlds Accelerated Math Peer Tutoring
37 22.1 15.5 10.3 9.2 8.45
Tier 3 Intervention
%
Individualized 33.9 Instruction/Tutoring Drill/Flashcards Everyday Math Accelerated Math
25.6 13 7.9
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Reading and Language Arts Intervention Frequency and Duration
Tier 2 1 Session Per Week Minutes Per Session 45 3 2 0 0 2 Sessions Per Week Minutes Per Session 45 1 9 0 0 3 Sessions Per Week Minutes Per Session 45 3 16 4 0 4 Sessions Per Week Minutes Per Session 45 1 31 3 0 5 Sessions Per Week Minutes Per Session 45 4 47 14 3 5+ Sessions Per Week Minutes Per Session 45 0 4 0 0
Tier 3 1 Session Per Week Minutes Per Session 45 2 2 0 1 2 Sessions Per Week Minutes Per Session 45 1 3 0 1 3 Sessions Per Week Minutes Per Session 45 4 15 1 0 4 Sessions Per Week Minutes Per Session 45 1 8 3 0 5 Sessions Per Week Minutes Per Session 45 1 41 38 6 5+ Sessions Per Week Minutes Per Session 45 0 5 2 1
Slide 10 CMW6
This is very busy - can it be graphed in some way?? Cindy Walker, 1/28/2014
Length of Time Schools Had Been Implementing RtI Year One Year Two (2011-2012) (2012-2013) % % We are still formulating our process and plan to implement by Fall of 2013 We have been planning and will be implementing this year 1 year 2 years 3-4 years 5-7 years More than 7 years We currently have no system and are not in the process of developing one
22.9%
13.0%
15.7%
21.7%
14.5% 14.5% 21.7% 6.0% 2.4%
10.9% 21.7% 17.4% 8.7% 6.5%
0.0%
0.0%
Who Sits on the RtI Team Position Kindergarten teachers First grade teachers Second grade teachers Third grade teachers Fourth grade teachers Fifth grade teachers Sixth grade teachers Seventh grade teachers Eighth grade teachers High school teachers Assistant principal Curriculum specialist
% 28.6% 28.7% 31.7% 29.2% 27.5% 22.5% 11.9% 10.9% 9.1% 8.7% 10.0% 10.8%
Position Interventionist Literacy coach Math coach Principal Reading specialist Reading teacher School counselor School psychologist Special education teacher Teacher leader Other paid staff member
% 29.3% 18.3% 8.5% 70.5% 42.8% 15.1% 33.0% 59.4% 44.6% 14.1% 8.9%
How Does the School Monitor Fidelity Monitoring Method Checklist Video-taping Peer Feedback Outside Monitoring Other
% 23.25 1.65 12.35 6.35 7.85
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Slide 14 CMW8
These are great, but I don't think anyone is going to be able to see the detail. I would bring handouts of this slide and the next one. Cindy Walker, 1/28/2014
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Selection Criteria for School Site Visits • • •
Number of Years Implementing RtI Program Teachers and Specialists on RtI Team Reason for Choosing Interventions
Evidence Based o Culturally Responsive o
•
Fidelity Monitoring Procedures
Schools Selected for Site Visits Key Personel on # of Team Students Principal and School 1 Suburban Pre-K to 4 School 250 Psychologist Principal and School 2 Rural K to 3 250 Literacy Coach Principals of Elementary School School 3 Suburban K-5 500 and Early Childhood Center Principal and School 4 Rural Pre-K to 3 450 District Reading Specialist Type
Grades
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Summary of Schools Individual School Visit Summary School One Demographics Suburban Pre-K through 4 250 Students 90% Caucasian, 30% free & reduced lunch Background Principal previously trained in the Professional Learning Community (PLC) framework which created the groundwork for collaboration in RtI
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Summary of Schools School One (Cont.) Creating the RtI Model Principal led, school-wide initiative Teachers were involved in creating the schedule Time blocks were included for teachers to work on data One of two recess times were cut to allow for “short breaks” Every teacher and the principal is part of the RtI interventions The RtI Model 3 Tiers Tier One – Universal Instruction
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Summary of Schools School One (Cont.) The RtI Model (Cont.) Tier Two – Small Group Instruction ▪ Classroom teachers provide interventions ▪ “Specials” teachers provide enrichment activities for the on-level students
Tier Three – 1:1 Instruction ▪ Instruction provided by the reading teacher ▪ Reading teacher consults with classroom teachers for interventions
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Summary of Schools School One (Cont.) RtI Meeting Prior to the meeting, staff are required to fill out a data sheet for each student they are discussing Run by a “time-keeper”, time limits for different sections Students are evaluated in these meetings every 8 weeks Interventions No school-wide curriculum or grade level uniformity Teachers are responsible for finding their own academic interventions: Team observed Guided Literacy Plus and TOPS Math School Psychologist runs “School Heroes” for behavioral interventions
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Summary of Schools School One (Cont.) Fidelity “a work in progress”, “walk-throughs” by the principal but no formal strategy being used SLD Referrals Still using the discrepancy model but plan to implement RtI model Fall, 2013
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Summary of Schools School Two Demographics Rural Kindergarten through 3rd grade 250 students 90% Caucasian, 35% free & reduced lunch Background Principal trained in the Professional Learning Community (PLC) model Teachers trained in Guided Reading Plus and Reading Recovery RtI seen as an extension of previous reading interventions
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Summary of Schools School Two Demographics Rural Kindergarten through 3rd grade 250 students 90% Caucasian, 35% free & reduced lunch Background Principal trained in the Professional Learning Community (PLC) model Teachers trained in Guided Reading Plus and Reading Recovery RtI seen as an extension of previous reading interventions
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Summary of Schools School Two (Cont.) Creating the RtI Model Principal Led, School-Wide Staff involved in schedule creation and revision The RtI Model 4 Tiers Tier One – Universal Instruction Tier Two – Small Group Instruction Tier Three – 1:1Instruction Tier Four – Pathway to SLD referral
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Summary of Schools School Two (Cont.) The RtI Model (Cont.) Interventionists conduct all interventions for Tiers 2,3,&4 Interventionists are reading specialists who’ve had Reading Recovery Training Some Interventionists have blended roles in the classroom as well
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Summary of Schools School Two (Cont.) RtI Meetings 3 Distinct Group Meetings: Collaborative Decision Making Meetings, Intervention Focused Team Meetings, School Intervention Meetings Meeting Agendas are outlined in a handbook that explains the focus and agenda of each meeting There is a late-start day every 2 weeks for all-staff professional development Interventions School-Wide curriculum is Reading Recovery, younger grades also receive Guided Reading Plus Daily 5 or the CAFÉ model is also implemented in the younger grades
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Summary of Schools School Two (Cont.) Interventions (Cont.) No universal math intervention, math is push-in with a math recovery teacher Behavioral Interventions administered by school psychologist with some classroom teacher support At Tier 1: Responsive Classroom At Tier 2: Child Study Curriculum and social skills groups Fidelity Monitored with video-taped sessions of a teachers’ lesson, the staff watch video and then provide peer-feedback Literacy Specialists model interventions for teachers and other interventionists
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Summary of Schools School Two (Cont.) SLD Referrals Using Discrepancy Model but plan to pilot RtI Model for SLD referrals in Fall, 2013
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Summary of Schools School Three Demographics Suburban 500 Students, K-5 93% Caucasian, 20% free & reduced lunch Background Principal previously trained in the Professional Learning Community (PLC) model REACH grant enabled them to hire a literacy coordinator prior to implementing RtI
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Summary of Schools School Three (Cont.) Creating the RtI Model Principal led, school-wide initiative Staff collaboration with schedule The RtI Model Three Tiers (and “sub-groups”) Tier One – Universal Instruction Tier Two – Small Group Instruction Tier Three – 1:1 Instruction
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Summary of Schools School Three (Cont.) The RtI Model (Cont.) Tiers 2 & 3 are push-in Title One Teachers perform most of the interventions and the para professionals and teachers do some of the “sub tier” intervention RtI Meeting Bi-monthly collaboration meetings where staff discuss student progress, form is filled out prior to meeting Student Intervention Team that meets prior to SLD referral
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Summary of Schools School Three (Cont.) Interventions Common Core Curriculum , followed by the model developed by CESA 7 Daily 5 or CAFÉ model Leveled Reading Books Math Expressions in Fall, 2013 No formal Behavioral Intervention Curriculum but utilize no cost rewards (ex. Earning the principal’s chair for the day) Fidelity No direct assessment of fidelity SLD Referrals Using RtI model for 2 years, students are referred later with a 100% placement rate for referral
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Summary of Schools School Four Demographics Rural 450 students, Pre-K through 3rd grade 95% Caucasian, 50% free & reduced lunch Background Principal leadership and involvement for RtI establishment Staff trained in Early Reading Empowerment Creating the RtI Model Schedule creation, “sacred” intervention time, described as a“Universal Tier 2”
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Summary of Schools School Four (Cont.) The RtI Model Four Tiers Tier One – Universal Instruction; Tier Two – “Universal Tier Two Time”, every student is assigned an intervention group based on their academic level (including enrichment) Tiers 3 & 4 – targeted small groups
All Tiers led by classroom teachers, intervention specialists and special education teachers RtI Meeting Team meetings are held weekly to review progress monitoring data. Students are evaluated every 8 to 12 weeks to determine if current Tier and intervention decisions will be continued.
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Summary of Schools School Four (Cont.) Interventions Early Reading Empowerment Balanced Literacy with Guided Reading Fidelity Frequent staff and grade levels refresh intervention skills Video taping of intervention and evaluation before a student is exited from a particular tier SLD referrals Adopted new SLD rule completely last year Been using RtI data for SLD for the last two years Assumption is a full year of RtI intervention/data before a referral is warranted
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Major Themes People Not Programs Exemplary schools emphasized the importance of spending resources (including time and money) on professional development and continuing education for staff instead of spending it on acquiring costly intervention, assessment, or progress monitoring packages. Principal as Leader and Exemplar The principals at these exemplary schools not only advocated for RtI within their school and district, but also participated in data driven decision meetings and freely ran intervention groups themselves.
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Major Themes The Schedule is Key Each school crafted a schedule that provided time for teachers to carry out interventions and to collaborate with other grade-level teachers. Principals identified this as the single most necessary factor in making RTI work in their schools. Students followed well-established routines that maximized instructional and intervention time. Data, Data, Data All student intervention decisions were based on carefully planned and administered assessment tools that focused on individual skill areas.
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Major Themes Scripted Meetings In order to conduct student decision meetings in a time efficient manner, exemplary schools had handbooks or forms that guided teachers through the data they must have prepared before the group meeting and outlined the agendas for these meetings. Enrichment and Intervention Students who were not in need of further academic intervention time were provided enrichment activities in either the same academic area or in “specials” during the intervention block.
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Common Challenges
• Monitoring Fidelity • Identifying Culturally Responsive •
interventions Not yet using RtI data in the evaluation of Specific Learning Disabilities
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Culturally responsive practices account for and adapt to the broad diversity of race, language, and culture in Wisconsin schools and prepare all students for a multicultural world.
