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A Schoolwide Framework for Student Success in Philadelphia
Joyce DukesTechnical Assistance and Consultation
Office of Specialized Services
Kathleen MarshallDirector of Special Education
North Region Office
Marlene OwensCoordinator of Special Projects
Office of Curriculum and Instruction
Who We Are
Number of Students by Race:African-American: 65.5%Asian: 5.3%Hispanic: 14.5%Native American: .2%White: 14.2%
The School District of Philadelphia:
Seventh largest in the nation, serving
a racially and ethnically diverse student population. Enrollment: 196,309
Number of Students by Grade Level:Head Start & Preschool: 4,799Middle: 31,145Senior High: 52,807Vocational/Technical Schools: 4,701Special Disciplinary Schools: 2,465Charter Schools : 21,096Total:217,405
Organization:The School District of Philadelphia presently is organized into 12 Regional Offices.
Schools:There are 273 public schools in the School District of Philadelphia, composed of:
175 Elementary schools43 Middle schools43 Neighborhood and magnet high
schools5 Vocational-technical schools7 Special schools
“Every school does bits and pieces of this thing. The goal is to do it in a more systematic, or more systemic, way.”
Dian MorrisonDirector of Support Services Northern Suburban Special Education District(Illinois), Education Week, Nov. 30, 2005
Response to InterventionA Schoolwide Framework
for Student Success
Office of Specialized Services: special education and the pre-referral process; student assistance; behavioral health; scientific research-based supplements and interventions inacademics and behavior
Office of Curriculum and Instruction: core curriculum; strategic and intensive interventions; teacher training
Office of School Management: after-school and summer remediation
Educational Technology Group: technology-based supplement and intervention support
PA RtI – Train the Trainers Model
• The RtI training sequence is a 3 day series of trainings.
• The Pennsylvania Training and Technical Assistance Network (PaTTAN) staff is the primary source for delivering training and providing support to the Intermediate Units.
• During the Train the Trainers training, Philadelphia’s Intermediate Unit (IU 26) was asked to complete a planning matrix, which described how they we would support the initiative with our district.
PA Training Days– Overview Module– Principal’s Module– Universal Screening Module– Data Analysis Teaming (DAT)
Module
Day One:
Foundations
–Differentiated Instruction Module–Scientific, Research-based
Interventions Module–Core Curriculum Module
Day Two:
Implementation
Day Three:
Eligibility
–Behavior Module–Progress Monitoring Module–Eligibility Module
PA Materials
• CD – electronic copy of all handouts and documents.
• Handouts – hard copy of all power points for each module, as well as copies of supporting documents.
• Resource packet- general information which may support any of the modules.
• www.pattan.net
Intensive Supports:
Distinguished Educators
Targeted Supports: Intermediate Units
For Districts that Struggle in Particular Areas & are in School Improvement or
Warning –350 Districts
Foundation Support
The Basics in All Six Components –All 501 School Districts
Tier 2:Strategic and Targeted
Interventions
Tier 1:Benchmark and School Wide Interventions
for All Students
Tier 3:Intensive
Interventions
Linkages between the School Improvement System & RTI
Resources & Materials
The stuff you use to teach the content
Clear Standards
What students should know and do Fair
AssessmentsHow you measure what students know and are
able to do
CurriculumThe content behind
the standards
InstructionHow you teach
the content behind the standards
InterventionsHow you help struggling
kids understand the content
StrongResults
For ALL
Students
Implementation of School-wide Approach to Address the Reading, Mathematics and
Behavioral Needs of All Students
Universal Screening of Academics and Behavior is Conducted for All Students;
Continuous Progress Monitoring; Progress Monitoring Data used to Determine Effectiveness and Drive Instructional Adjustments; Conduct Benchmark/Outcome Assessment for All Students
ALL Staff (Gen, Sp Ed, Title, ESL) Assume an
Active role in Instruction in the
Curriculum
ALL Students Receive High Quality, Research-Based Instruction in the General Education Setting; High-Quality Instruction and Intervention Matched to Student Need
Using Data to Inform Instruction
Ensure that Researched-Based Instruction and Intervention Strategies are Implemented with Fidelity; Support
Resources and Materials along with Supplementary Interventions are
Necessary to Help Students Not Making Sufficient Progress
Research-Validated Interventions are Implemented Based on the Type, Level and
Intensity of the Individual Student’s Need
What are the Connections…
Response to Intervention:Comprehensive & coordinated framework for monitoring students acquisition of skills and responding to the lack of progress with appropriate levels of intervention
Early Intervening:Providing coordinated scientific, research-based interventions early in students acquisition of skills – prior to failure
IDEA Amendments IDEA ’97
Access to the General Education
Curriculum & Assessment
IDEA Amendments IDEA ’97
Access to the General Education
Curriculum & Assessment
No Child Left Behind Act: Universal proficiency &
accountability: School Improvement;
AYP; Scientific, Research-Based
Practices
No Child Left Behind Act: Universal proficiency &
accountability: School Improvement;
AYP; Scientific, Research-Based
Practices
IDEA 2004:Early
Intervening; Scientific,
Research- Based Interventions
IDEA 2004:Early
Intervening; Scientific,
Research- Based Interventions
Chapter 14 Special
Education Services & Programs.
Established IST as a
Requirement:5 Year Phase-
In
Chapter 14 Special
Education Services & Programs.
Established IST as a
Requirement:5 Year Phase-
In
Chapter 4Academic
Standards for Reading &
Mathematics and
Assessment
Chapter 4Academic
Standards for Reading &
Mathematics and
Assessment
Pennsylvania System of
School Assessment
PSSA
Pennsylvania System of
School Assessment
PSSA
Pennsylvania Assessment
Anchors
Pennsylvania Assessment
Anchors
Individuals with
Disabilities Education Act
(IDEA)
Individuals with
Disabilities Education Act
(IDEA)
Gaskin Settlement:
Inclusive Practices;
Least Restrictive
Environment
Gaskin Settlement:
Inclusive Practices;
Least Restrictive
Environment
Chapter 14: IST made Optional to
School Districts
Chapter 14: IST made Optional to
School Districts
Improving America’s Schools
Act(Title 2)
Improving America’s Schools
Act(Title 2)
Pennsylvania Alternate System of
AssessmentPASA
Pennsylvania Alternate System of
AssessmentPASA
FederalFederalFederal
Pennsylvania -StatePennsylvania Pennsylvania -- State
State
Influences on Current Practice
Universal ProficiencyUniversal ProficiencyUniversal ProficiencyAccountability Accountability Accountability
IST to RtIWhere we have been … Where we are going…
Instructional Support Team Resources Gained1990-2006 Response to Intervention
Request for assistance by teacher or parent Identification of need by universal screening for all students
Student-specific team School, grade, group and, student specific flexible and fluid teams
IST (support) teacher coordinates process Coordination required for each team and between teams across the school
Standards-based core curriculum presumed Requires research-based core curriculum for reading and math
Implemented customized effective instruction for students at-risk
Requires effective instructional practices for all students
Student-specific targeted ‘strategies’ School, grade, group and student specific interventions for all students
Targeted instructional ‘strategies’ (with available research-based interventions)
Scientific research-based interventions and standard protocol interventions
Implications for whole group instruction Systematic changes in whole group instruction – differentiated instruction
Behavior problems addressed through “Valentine” model and “Initial Line of Inquiry”
Behavior problems addressed through positive behavior supports
Progress monitoring for students at-risk Progress monitoring for all students at varying intensity
Pre-referral system-led to evaluation if needed Data from process can be used as part of primary SLD diagnostic criteria
Parent awareness Extensive parent involvement & reinforcement between home and school
Elementary student assistance program (ESAP) embedded in IST functions
Schools decide on relationship of three-tier process and ESAP
Teams use problem-solving format Teams use problem-solving format with scientific base and consistent data
• Academic Standards
• PSSA/PASA
• Access to General Education Curriculum
• Curriculum Aligned with Academic Standards
• Scientific Research Base
• State-wide Emphasis on Data-Informed Decision-Making
• PVAAS
• State-wide DIBEL Training & Support for All Students
• State-wide Positive Behavior Support Training
• State-wide Progress Monitoring Training
• Tutoring & Extended Learning Opportunities
• Assessment Anchors
• Focus on All Students-All Subgroups
• School Improvement Model
• Inclusive Practices
• Academic Standards
• PSSA/PASA
• Access to General Education Curriculum
• Curriculum Aligned with Academic Standards
• Scientific Research Base
• State-wide Emphasis on Data-Informed Decision-Making
• PVAAS
• State-wide DIBEL Training & Support for All Students
• State-wide Positive Behavior Support Training
• State-wide Progress Monitoring Training
• Tutoring & Extended Learning Opportunities
• Assessment Anchors
• Focus on All Students-All Subgroups
• School Improvement Model
• Inclusive Practices
How Did I Get Here? How Do We Get There?
• Instructional Support Team• DIBELS• School Improvement Teams• SWEBS / SW-PBS• Effective Instruction• Progress Monitoring• Governor’s Institute for
Reading• Scientifically research-based
remedial programs• Flexible Grouping• Schoolwide screening• Benchmark Assessment• Student Centered Teams:
Level II CSAP
RtI
What Is Response to Intervention?
• A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk.
• An alternative to the discrepancy model for the identification of students with learning disabilities.
Pennsylvania’s 3 Tier RtI Model
An Integrated Approach: General, Remedial and Special Ed
• Based upon a functional perspective– Focused on academic / behavioral growth of all students– Student needs exist on a continuum– Resources organized / provided in direct proportion to student need
• Implementation– Scientifically research-based practices– Problem Solving Model– A “Best Practice” approach– Considers all system variables (child, teacher, environment)– Results in objective and measurable interventions
(evidence-based; “n of 1”)
Key Characteristics of RtI• Universal Screening of academics and behavior
• Core Curriculum content implemented at each level
• Differentiated curriculum and intervention strategies
• Multiple levels of increasingly intense interventions (iii)
• Use of scientifically research-based interventions
• Continuous monitoring of student performance & progress
• Benchmark and outcome assessment
PA RtI PHILA CSAPTier I: All Students
Research Based InstructionPM through CBM
Tier I: All StudentsResearch Based InstructionPM through CBM
Tier II: Students for Whom Tier I Instruction Not AdequateSmall Group Supplemental Instruction8-12 Weeks (1-2 Rounds)
Small Group Supplemental Instruction for Students for Whom General Instruction Not Adequate (4 weeks)
Tier II: Students for Whom SmallGroup Instruction via Tier I Not Adequate
Individualized Intervention Plan with Instructional Staff, Specialists, Parent, Student(4-8 weeks)
Tier III: Students for Whom Tier IIInstruction Not AdequateIncreasingly Intensive Interventions (iii)
Tier III: Students for Whom Individualized Tier II Instruction in Gen EdSetting Not Adequate (Sp Ed)
Beyond: Individualized InstructionLonger Duration (Sp Ed)
Goal: Improve student performance through targeted interventions, focused, data-driven instruction, professional learning, ongoing progress monitoring.Focus Areas: Reading, Effective Instruction, Progress Monitoring, Behavior
Benchmark and School Wide Interventionsfor 100% of Students
Students on Grade-Level (Benchmark) and All Students Effective Instructional Practices provided within the General Education Curriculum;
Clear Expectations, Teach Behaviors, Rules, Routines and Physical Arrangements
Core Curriculum
Strategic and Targeted Interventionsfor Students At–Risk for Failure
Strategic Instruction, Increased Time and Increased Opportunities to Learn providedin addition to the General Education Curriculum
Core Curriculum + Supplemental Materials
IntensiveInterventions
for Low Performing Students
Add to curriculum, Add time,and Support Resources
Core Curriculum + iii
Alignment of RtI Model &Framework for Implementation
Tier 1 Tier 1 Benchmark and School Wide
Interventions for Students on Target and All Students
Tier 2Tier 2Strategic & Targeted
Interventions forStudents at Risk
Tier 3Tier 3Intensive
Interventions
Adm
inistrative Supports
Preparation and TrainingPreparation and Training
Benchm
ark & School-w
ide InterventionsB
enchmark &
School-wide Interventions
Progress Monitoring
IntensiveInterventions
IntensiveInterventions
IntensiveProgress M
onitoringIntensive
Progress Monitoring
Determ
inationof Eligibility
Determ
inationof Eligibility A
dministrative Supports
Parental Involvement
Parental Involvement
Universal Screening
Universal Screening
Data A
nalysisD
ata Analysis
Collaboration w
ith the RtIProcess
Collaboration w
ith the RtIProcess
Strategic & Targeted
InterventionsStrategic &
TargetedInterventions
Progress Monitoring
RtI Framework: ComponentsAdministrative SupportsPreparation & TrainingTier I: Benchmark & School-wide Interventions for All StudentsUniversal ScreeningData AnalysisTier 2: Strategic & Targeted Interventions Tier 2: Progress MonitoringTier 3: Intensive InterventionsTier 3: Progress MonitoringCollaboration with the RtI ProcessDetermination of EligibilityParental Involvement
RtI Foundations
Curriculum, Assessment and School Organizational Structure
• Teaming Structure (grade level, department, etc.)
• Data collection and analysis
• Flexible scheduling
• Data-based decision-making
RtI ManagementRtI Teams:
• Review school-wide student performance data• Prescribe instructional or behavioral interventions for
students based on intensity of identified needs• Set short term and long term goals for the school
and students to progress toward established benchmark or standards
• Group all students via level of intervention based on student performance data
• Monitor students’ progress toward established goals and benchmarks
• Adjust interventions based on student performance data
Evaluating RtI
• Criteria for moving students among levels
• Criteria for moving students within levels (flexible grouping)
• Identify which students have good or poor response to instruction (RtI)
• Sort students who need additional or different intervention
• Decide which students are assisted in general education
• Decide which students need evaluation for special education
Activity OneCarousel Product Review
• Take the program summary that describes a research-based intervention found in some SDP school-buildings
• Move over to the product review area
• Find the actual product that matches your program summary
• Report Out on the program that you reviewed
Product Review
• Trophies Intervention Program (K-5)• Elements of Literature: Reading Skills and
Strategies Binder for Reaching Struggling Readers (6-12)
• Reading Advantage (6-12)• Read 180 (6-9)• Fast ForWord (K-12)• Corrective Reading (4-12)
Activity TwoI Do, We Do, You Do
Case Studies
Green Light, Yellow Light, Red Light
The Road to Special Ed…or Not? Lisa
Mrs. RETTI’s Second
Grade ClassStevenRita
Bart
Case StudiesGreen Light, Yellow Light, or Red Light?• Move into groups corresponding to the color on your packet• Select a recorder. One of the presentation team will be a facilitator at your table.• The facilitator and group will:
– review the sheet in the packet titled “Key Info”
• this sheet gives benchmark ORF (oral reading fluency) data for the student’s grade level and the expected rate of gain in ORF at the student’s grade level
– review the sheet titled “Reading Comprehension Screening Rubric”
• this rubric is used to assess comprehension difficulties
– review and discuss the “Student Profile” sheets (there may be more than one in a packet) that give a profile of the student’s ORF and reading comprehension screening (if given).
– decide where you would place the student profiled on the RTI triangle
– use the sheet titled “Decision Model at Level..” to answer question “Is This Student at Risk?”
– use the “Workgroup Planning for improved Student Achievement” sheet to record what you know from the data, and what your group has determined should happen next
– report out on case study results
SAMPLE READING INTERVENTION MODEL
Heterogeneous Grouping
All Students in grade level core – Instruction tied to Anchors1.5 hours daily with push-in support
IntensiveBenchmark Strategic
Homogeneous Skill Group
1 hr. daily•Flexible groups •Phonemic Awareness
•Scott Foresman(ERI)
•Decoding
•Project READ, Corrective Reading
•Comprehension•SOAR or Corrective Reading Comp.
Homogeneous Skill Groups
1 hr. daily
•Flexible groups
•Comprehension
•SOAR TO SUCCESS
•Decoding
•Project READ, Corrective Reading
Homogeneous Skill Groups
1 hr. daily
•Flexible groups
•Trade-books
• Literature Circles
Eligibility Testing
Not Eligible Eligible
SPED IntensiveTreatment
Non Responders Responders
?
General Ed.-Scientifically Validated -Supplemental Treatments: T2 - 3
Non Responders Responders
SPED Eligibility Evaluation
Not Eligible Eligible
SPED Intensive Treatment
Monitor
Monitor
Non Responders Responders
Non - SPED Intensive Treatment
Recycle
ReferralHistorical System
Universal ScreeningRTI System
Adapted from Fletcher, ’05, Used with Permission
Data-Based Instructional Planning and Intervention:
Recap of Critical Questions for RtI
• What are the important skills and strategies students need to learn?
• What do students know already?
• How do I teach what students don’t know?
• How do I know if students are learning and making progress?
• How do I collect the “best” data in the shortest amount of time to allow me to monitor progress over time?
• How do I use assessment to plan instruction?
Collect and Examine Data
Look at individual measures, then multiple measures
Identify children who will need:
Intensive Intervention
Strategic Intervention
Benchmark Intervention
Set Goals (four week and long-term)
Design and Implement Intervention
Curriculum Materials
Curriculum Materials
Curriculum Materials
Time Time Time
Grouping Grouping Grouping
Opportunities to Respond
Opportunities to Respond
Opportunities to Respond
Monitor Progress and Make
Instructional Decisions
1 time per week
Monitor Progress and Make
Instructional Decisions
1 time per month
Monitor Progress and Make
Instructional Decisions
3 times per year
Intensive Strategic Benchmark
RtI Decision-making Processes
• Universal Screening• Instructional Grouping • Intervention• Monitoring student progress• Outcome/Benchmark assessment
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