Comments for FOR-PD Literacy Blog http://forpd.ucf.edu/literacyblog FOR-PD Literacy News and Information Sat, 21 Nov 2009 20:34:21 +0000 http://wordpress.org/?v=2.7 hourly 1 Comment on Collaboration and RtI by Melinda Carver - Facilitator http://forpd.ucf.edu/literacyblog/?p=166&cpage=1#comment-430 Melinda Carver - Facilitator Fri, 06 Nov 2009 23:08:28 +0000 http://forpd.ucf.edu/literacyblog/?p=166#comment-430 At our school we are only at the beginning stages of RtI. We began by identifying a group of educators (ESE teacher, guidance counselor, principal, coaches, psychologist, and classroom teachers) to be the guiding force for bringing the RtI concepts to the school. The first step was for this group to met together for a full day of training on RtI. During this day we discussed the framework, theoretical base, possible implications, and possible hurdles to be overcome in the process. We are now planning on meeting together to decide how this information will be fleshed out in our school. How to encourage teacher buy-in to the process? How to best service students? And a myriad of other issues. You will need to check back as we move along the process. Before this point and during this process we are still meeting regularly to discuss student concerns, but there are significant theoretical changes needed before the entire staff is ready to fully implement RtI. At our school we are only at the beginning stages of RtI. We began by identifying a group of educators (ESE teacher, guidance counselor, principal, coaches, psychologist, and classroom teachers) to be the guiding force for bringing the RtI concepts to the school. The first step was for this group to met together for a full day of training on RtI. During this day we discussed the framework, theoretical base, possible implications, and possible hurdles to be overcome in the process.

We are now planning on meeting together to decide how this information will be fleshed out in our school. How to encourage teacher buy-in to the process? How to best service students? And a myriad of other issues. You will need to check back as we move along the process.

Before this point and during this process we are still meeting regularly to discuss student concerns, but there are significant theoretical changes needed before the entire staff is ready to fully implement RtI.

]]> Comment on RtI: Data and Appropriate Instruction by Melinda Carver - Facilitator http://forpd.ucf.edu/literacyblog/?p=163&cpage=1#comment-429 Melinda Carver - Facilitator Fri, 06 Nov 2009 22:57:19 +0000 http://forpd.ucf.edu/literacyblog/?p=163#comment-429 I think, if I understand your question, that what you are asking is how do you know that the difficulties are not due to poor teacher instruction? One of the things we look at is: are approximately 80% of the students in the particular classroom able to master the concept being taught. If 80% of the students are mastering the concept, then the problem is probably not teacher instruction. According to a recent article on RtI “Assess. Instruct. Repeat.” posted in the T.H.E. Journal (05/01/09) 80-85% of students were placed in Tier 1, 10-15% in Tier 2, and only 1-5% then moved to Tier 3. I think, if I understand your question, that what you are asking is how do you know that the difficulties are not due to poor teacher instruction?

One of the things we look at is: are approximately 80% of the students in the particular classroom able to master the concept being taught. If 80% of the students are mastering the concept, then the problem is probably not teacher instruction.

According to a recent article on RtI “Assess. Instruct. Repeat.” posted in the T.H.E. Journal (05/01/09) 80-85% of students were placed in Tier 1, 10-15% in Tier 2, and only 1-5% then moved to Tier 3.

]]> Comment on RtI and Making Informed Decisions by Melinda Carver - Facilitator http://forpd.ucf.edu/literacyblog/?p=162&cpage=1#comment-428 Melinda Carver - Facilitator Fri, 06 Nov 2009 22:45:32 +0000 http://forpd.ucf.edu/literacyblog/?p=162#comment-428 RtI uses a problem solving framework that progresses basically in 4 steps. First the problem is identified. Second the problem is analyzed to determine why the problem is occurring. Third the intervention is designed and implemented. Fourth the intervention is analyzed to determine if it is working. If the four steps process is followed, close monitoring of student growth is required through the use of pre and post assessment and teacher monitoring. I heard a comparison of RtI interventions to on and off ramps. If Tier 1 instruction is not working, students get on to the Tier 2 ramp. Then if that works they get off the Tier 2 and go back on the Tier 1. If the gap is not closing, they get on the Tier 3 ramp instead. But just like the ramp on an interstate, the goal is easy, smooth access from one area (or instruction) to another. So that the child does not loose instructional time by being "stuck" in ESE and never catching up. RtI uses a problem solving framework that progresses basically in 4 steps. First the problem is identified. Second the problem is analyzed to determine why the problem is occurring. Third the intervention is designed and implemented. Fourth the intervention is analyzed to determine if it is working. If the four steps process is followed, close monitoring of student growth is required through the use of pre and post assessment and teacher monitoring.

I heard a comparison of RtI interventions to on and off ramps. If Tier 1 instruction is not working, students get on to the Tier 2 ramp. Then if that works they get off the Tier 2 and go back on the Tier 1. If the gap is not closing, they get on the Tier 3 ramp instead. But just like the ramp on an interstate, the goal is easy, smooth access from one area (or instruction) to another. So that the child does not loose instructional time by being “stuck” in ESE and never catching up.

]]> Comment on What is Your Definition of RtI? by Melinda Carver - Facilitator http://forpd.ucf.edu/literacyblog/?p=161&cpage=1#comment-427 Melinda Carver - Facilitator Fri, 06 Nov 2009 22:32:14 +0000 http://forpd.ucf.edu/literacyblog/?p=161#comment-427 According to Dr. Eric J. Smith (2008) Response to Instruction/Intervention (RtI) is a system that provides the framework to increase the efficiency of our statewide improvement efforts by having every educator, organization, and parent actively engaged in collaborative efforts through the use of evidence-based practices, instructionally relevant assessments, systematic problem solving to meet all students’ needs, data-based decision making, effective professional development, supportive leadership, and meaningful family involvement. Based on his definition RtI seems to be the basis for a very wide-reaching reform effort that places student need ahead of curricular concerns. The goal seems to be to expand the efforts in the areas where they are needed. According to Dr. Eric J. Smith (2008) Response to Instruction/Intervention (RtI) is a system that provides the framework to increase the efficiency of our statewide improvement efforts by having every educator, organization, and parent actively engaged in collaborative efforts through the use of evidence-based practices, instructionally relevant assessments, systematic problem solving to meet all students’ needs, data-based decision making, effective professional development, supportive leadership, and meaningful family involvement.

Based on his definition RtI seems to be the basis for a very wide-reaching reform effort that places student need ahead of curricular concerns. The goal seems to be to expand the efforts in the areas where they are needed.

]]> Comment on Collaboration and RtI by Lauren Pantoja - Facilitator http://forpd.ucf.edu/literacyblog/?p=166&cpage=1#comment-426 Lauren Pantoja - Facilitator Sun, 01 Nov 2009 18:00:52 +0000 http://forpd.ucf.edu/literacyblog/?p=166#comment-426 Every Monday afternoon, at my high school, we meet to discuss interventions for our striving students. The student's classroom teachers, the school psychologist, ESE teachers, literacy coach, an assistant principal and when appropriate the speech pathologist are all invited to these discussions. All personnel are given advance notice of our meeting and expected to bring relevant information to the meeting. After the student information is reviewed, we discuss interventions. Before the end of the meeting, a date is determined to review the impact of the interventions. It is our hope that these collaborative, reflective meetings and their outcomes will have a positive impact on our students. Every Monday afternoon, at my high school, we meet to discuss interventions for our striving students. The student’s classroom teachers, the school psychologist, ESE teachers, literacy coach, an assistant principal and when appropriate the speech pathologist are all invited to these discussions. All personnel are given advance notice of our meeting and expected to bring relevant information to the meeting. After the student information is reviewed, we discuss interventions. Before the end of the meeting, a date is determined to review the impact of the interventions.

It is our hope that these collaborative, reflective meetings and their outcomes will have a positive impact on our students.

]]> Comment on RtI and Making Informed Decisions by BetsyBishop http://forpd.ucf.edu/literacyblog/?p=162&cpage=1#comment-425 BetsyBishop Sun, 01 Nov 2009 15:02:49 +0000 http://forpd.ucf.edu/literacyblog/?p=162#comment-425 RtI uses current data to make decisions. Data based decisions are the key to RtI. Data from current screenings are used to decide what skills a student has and what skills they need to still acquire. Diagnostic testing is used to further evaluate the childs deficits and to help plan a course of action. Once a plan is decided on, progress monitoring is used to determine if students are making progress. If they aren't progressing the plans are changed based on the new information. According to Susan Hall, RtI is a problem solving process that uses 'scientific, researched- based interventions; monitoring student progress; and using assessment and progress data to make decisions.' If these things are followed then informed decisions will be made about the instructions a student needs and the changes that should be made as they grow in their abilities to read. RtI uses current data to make decisions. Data based decisions are the key to RtI. Data from current screenings are used to decide what skills a student has and what skills they need to still acquire. Diagnostic testing is used to further evaluate the childs deficits and to help plan a course of action. Once a plan is decided on, progress monitoring is used to determine if students are making progress. If they aren’t progressing the plans are changed based on the new information. According to Susan Hall, RtI is a problem solving process that uses ’scientific, researched- based interventions; monitoring student progress; and using assessment and progress data to make decisions.’ If these things are followed then informed decisions will be made about the instructions a student needs and the changes that should be made as they grow in their abilities to read.

]]> Comment on RtI and Making Informed Decisions by BetsyBishop http://forpd.ucf.edu/literacyblog/?p=162&cpage=1#comment-424 BetsyBishop Sun, 01 Nov 2009 14:34:47 +0000 http://forpd.ucf.edu/literacyblog/?p=162#comment-424 I don't think I am logged in so this is a test before I start I don’t think I am logged in so this is a test before I start

]]> Comment on What is Your Definition of RtI? by BetsyBishop http://forpd.ucf.edu/literacyblog/?p=161&cpage=1#comment-423 BetsyBishop Fri, 30 Oct 2009 13:54:31 +0000 http://forpd.ucf.edu/literacyblog/?p=161#comment-423 I'm a retired SLD Teacher. For years I developed IEP's for my students. Each spring they would be updated and revised for the coming year. When I first heard of RTI, I thought finally something for the struggling student who doesn't meet the criteria for a special program. Susan Hall defines RTI in her book Implementing Response to Intervention as ' a dynamic problem-solving process in which data are integral in making decisions about what skills struggling readers lack, and whether intervention instruction provided to date has been effective.' This says it all... and it isn't just for ESE teachers - it's for all teacher. Finally the child is put first not the curriculum. I’m a retired SLD Teacher. For years I developed IEP’s for my students. Each spring they would be updated and revised for the coming year. When I first heard of RTI, I thought finally something for the struggling student who doesn’t meet the criteria for a special program.

Susan Hall defines RTI in her book Implementing Response to Intervention as ‘ a dynamic problem-solving process in which data are integral in making decisions about what skills struggling readers lack, and whether intervention instruction provided to date has been effective.’ This says it all… and it isn’t just for ESE teachers - it’s for all teacher. Finally the child is put first not the curriculum.

]]> Comment on RtI and Making Informed Decisions by Sharon Feinblatt http://forpd.ucf.edu/literacyblog/?p=162&cpage=1#comment-422 Sharon Feinblatt Thu, 29 Oct 2009 20:15:13 +0000 http://forpd.ucf.edu/literacyblog/?p=162#comment-422 One of the hallmarks of RTI is informed decision-making that is driven by proper benchmark assessment and progress monitoring (frequency depends on tier of student). Progress monitoring-internal and external needs to be reviewed if we are to learn if instruction is effective and the student is not only learning, but learning at a quicker pace in order to close the achievement gap. One of the hallmarks of RTI is informed decision-making that is driven by proper benchmark assessment and progress monitoring (frequency depends on tier of student).
Progress monitoring-internal and external needs to be reviewed if we are to learn if instruction is effective and the student is not only learning, but learning at a quicker pace in order to close the achievement gap.

]]> Comment on Collaboration and RtI by Sharon Feinblatt http://forpd.ucf.edu/literacyblog/?p=166&cpage=1#comment-421 Sharon Feinblatt Thu, 29 Oct 2009 20:11:47 +0000 http://forpd.ucf.edu/literacyblog/?p=166#comment-421 We can hope that all concerned stake holders have an understanding of 3-tier instruction and the differences among the core ,strategic and intervention programs that are used for instruction. Along with understanding tiered instruction, we need to be sure that all understand the flow of instruction, criteria to place students in a tier, and the assessments that need to be given to best serve the student population. We can hope that all concerned stake holders have an understanding of 3-tier instruction and the differences among the core ,strategic and intervention programs that are used for instruction. Along with understanding tiered instruction, we need to be sure that all understand the flow of instruction, criteria to place students in a tier, and the assessments that need to be given to best serve the student population.

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