More on the Roadmap to Pre-K RTI Document

With the growing awareness that Response to Instruction (RTI) approaches can and should begin in the early years, schools and teachers nationwide are learning that implementing this idea in even the preschool room can greatly benefit all. As one could grasp from reading anything regards to RTI, including the document, Roadmap to Pre-K RTI: Applying Response to Intervention in Preschool Settings, the word ‘all’ is a key word in regards to the idea of RTI. Broadly speaking, it is a collaborative initiative focused on meeting the needs of all children. Substantial evidence has proven time and time again that early intervention is absolutely pivotal to successfully allowing a child to develop to their fullest potential; therefore, RTI is best practiced when initiated at the pre-kindergarten level. As the document Roadmap to Pre-K RTI beautifully depicts, the features of Pre-K RTI must be adjusted and constructed to best fit within the early childhood culture.

Features such as high-quality classroom instruction, ongoing student assessment and progress monitoring, and family involvement are the general characteristics one should strive for obtaining when practicing RTI (in the preschool classroom). As all successful early educators are aware, our practice always begins with the child. A child-centered curriculum allows for us to focus on the specific needs of the individual. The curriculum must fit into the development strengths and challenges of the child first, and then we construct the curriculum based off of that. RTI is exactly that. With its component of tiered allocation, intense time, effort, and resources match the specific needs of the child. As always, the language a teacher used with young children is cautious and pre-conceived. The Roadmap to Pre-K RTI document reiterates that “as we use RTI with young children, we must frame our language around positive messages..”(6). When we begin to automatically see what the child can do before what he or she can’t, then we automatically set up all for success. I believe that is the single-most important aspect of RTI (or any classroom for that matter). Even at an early age, children often focus on just the setbacks; it is our job to ingrain them with the belief they are all critical and significant members of society—even from birth.

The discussed document and all of the others relating to Response to Instruction, reminds us that action must be taken. Children do not “fade out” of their challenges. Strategic action must take place as soon as possible. Even if a child seems developmentally on track or advanced (the “Tier 1” group), a formative assessment is necessary for all in order to progress.

Raised in a community that surrounded me with positive guidance and motivation, my purpose in society was never at risk. Within the walls of my Carmel suburban home, I lived the ideal life: I was truly blessed. The nightly bedtime stories, various extracurricular activities, and steady family involvement were standard—or so I thought. Until recently, I admittedly was quite unaware of the home-life and community’s effect on one’s school, work, and life success. As the National Center for Learning Disabilities (NCLD) states in their mission, it is their goal to “ensure that the nation’s 15 million children, adolescents, and adults with learning disabilities have ever opportunity to succeed in school, work, and life.” Working in Head Start, I have personally learned that many children are not as blessed to be raised in a way even remotely similar to my own childhood.

In order for the practice of RTI to be completely success, collaborative effort is crucial. “Collaboration between teachers, related service providers, and parents is critical to the success of the problem solving process because each team member contributes a unique view of the child’s strengths and needs and is critical to the successful implementation of the support plan” (8). Unfortunately, I have not personally observed this idea being put into action in my Head Start classroom. The main teacher informed me that she does 90-minute bi-annual home visits to each family, but you would never have known that based on the interactions within the classroom. Rarely there is even attention given to the families when dropping their child off. Since family involvement is so important, I would suggest that they keep the little things in mind. Go beyond the mandatory bi-annual visits. Genuinely interact with each member, keep up to date with all members of the family, and constantly remind them in various ways how their child is doing in the classroom. A family-centered approach helps create that helpful “third space” for the child.

Another collaborative element of RTI in the Pre-K classroom is problem solving. The first phase of several for this element is defining the problem. While playing what seemed to be simply a form of dramatic play with one of the girls in the classroom, I noticed she was incorrectly naming colors. After further probing and investigation, my concern elevated. I brought this to her teacher’s attention, but it seemed to go in one ear and out the other. Not only did that make me feel of little value in the classroom, but I felt as though the child was dismissed as well. It is important to take any and all offers of ideas, concerns, and suggestions into genuine consideration. I would have liked to have seen the teacher take specified action towards helping this child—or at least write down what I said! She did not seem to take this as an opportunity for further assessment.

Embedded opportunities are another key phase of the element problem solving. Designing specific opportunities for all children to strengthen their abilities allow for many opportunities for the teachers and services as well. By simply observing the children during this process, progress can be made. Although my classroom gives the children many opportunities through the practice of “free-choice,” guided choices should also be provided.

Ultimately, the idea of Response to Instruction is a great representation of how an ideal community should be constructed. With the countless strengths and challenges that each member of community brings forth to the table, we all are at different levels of development and achievement. All levels deserve attention and collaborative effort. Through strategic effort and support from the entire community, we can progress—just as the RTI model promotes. Thus, Response to Instruction is a way of life.

Frequently Asked Questions about RTI?

Q1. Why would a class do RTI and another not do RTI?

A1. There is a perception of more work that can sometimes be a drawback for many teachers. For some experienced, veteran teachers who have been carrying one specific approach in the classroom, grandfathering in a change in ideas like RTI may not be so comfortable for them.

Also, a limited number of staff may overwhelm a teacher and it may seem like too much of a task to take on. However, proper training and professional development can ease this feeling.

Q2. How much more teacher training is needed to understand RTI?

A2. Effective teachers are already practicing some of the idea of RTI in the classroom and do not even realize it! The missing component (which will vary upon the teacher’s experience) will be attained over a gradual process. Before you know it, your classroom will have morphed into a beautiful representation of RTI.

Q3. Are the tiers a statewide thing or the basic principles?

A3. Knowledge of the state’s individualized Special Education law will play into one’s use of RTI. The three-tiered model is a broad, basic principle; however, each state can decide what it looks like specifically.

Q4. How can parents collaborate with teachers to make RTI happen?

A4. Parents should be honest and up-front with their school. If the school does not already use RTI, go to the school and advocate for your child.

Q5. Do parents get open access to their students’ records?

A5. Absolutely. Parents have a right to their child’s weekly/bi-weekly reports. As a recommendation, parents and teachers can meet for a personal conference to discuss the response to instruction. Additionally, the school staff can provide RTI newsletters for the families. Visits to the home environment can also help make special provisions.

Q6. Is RTI just used for reading skills?

A6. It is a model that is applicable to many topics, but it is mostly used in younger settings for academic purposes—especially reading.

Q7. How much data do you collect to decide which students are at what tier?

A7. The initial data starts at the Curriculum-based Model (CBM) to decipher any extremities; however, it depends. It always starts at CBM to look for basic skills, but is most often backed by other data—including observations. The intervention takes more time than the assessment itself. The level of deficit drives the frequency of assessment.

Q8. Is this model applicable to behavioral management?

A8. Yes. Specifically, the model used towards behavior is commonly termed as Positive Behavior Support (PBS).

Q9. If it’s a practice, how come the government does not fund it?

A9. The government funds Special Education, but RTI is not Special Education. Unfortunately, RTI is an unfunded mandate. The government recommends that the schools implement it, but does not fund it. The government is in the business in providing a Free and Appropriate Education, not exceptional education.

Q10. How does this differ from tracking?

A10. Unlike RTI, (which is an assessment), tracking is a placement, or a practice. It is often based off segregation. RTI strives to make you better, whereas tracking keeps you stuck. Another big component of RTI missing in tracking is fluidity amongst levels.

Why should YOU practice CBM?

What is CBM and Why Should I Do It?

If this semester has taught us anything, it is that collecting data is crucial in order for an educator’s success in the classroom. Collecting any data will do some good, but more importantly, the process needs to succinct and sufficient. This involves using good problem solving practice to ensure that the most appropriate data is being received—also known as using Curriculum-based Measurement (CBM). However, what makes CBM different from other types of assessments is that it is not add-on, rather, an alternative. Essentially, CBM is a set of standard procedures that include giving directions, materials, timing activities, scoring rules, and recording results on specific charts and/or forms.

Many people are unfamiliar with the idea of CBM, and therefore, skeptical or curious:

1. What are the disadvantages of CBM?

2. Does the practice/results of CBM ever prove to be incorrect? Essentially, how consistent is its accuracy?

3. What are some specific strategies you have used to have kids stop reading or writing when the time is up?

Using the systematic procedure of Curriculum-based Measurement particularly comes in handy in certain instances such as:

-When one needs to make a decision in terms of special education.

-As a standard procedure for measuring any student’s growth and performance.

-To simply improve any child’s performance

Essentially, CMB is a tool to help teachers become more effective in the classroom for each individual. CBM provides frequent and continuous feedback to the teacher progress of the interventions made with each student on a continuous basis. The feedback allows the teacher to make accurate and appropriate decisions on the individualized goals that need to be implemented.

The Basics of Curriculum-Based Measurement (CBM)

The Basics of CBM

Curriculum-Based Measurement (CBM) is the generic name for a formative evaluation method that assesses a student’s skill—particularly reading, but it also measures skills in all subject areas, like reading, writing, math, and even social behaviors.

- Essentially, it is the how of Response to Intervention (RTI) that uses tools/probes for educators and specialists to use.

-There are different ways that the how of CBM looks:

-“Dibbles” is a free (in Indiana) program. There is also NWEA. These approaches are not identical, but those who use RTI do use at least some form of CBM.

-Although it may seem complex, it is simple and practical.

-It is merely a timed (~1 minute) exercise that is quick to administer, simple to score, and effective in collecting a visual record of a child’s rate of academic progress.

-Similar to the idea of practices like Response To Instruction (RTI), CBM identifies a goal with the use of collecting data and then intervenes to improve the child’s performance in a systematic way.

The Building Blocks of Literacy and Reading

Alphabetic Principle:

According to the alphabetic principle, letters and combinations of letters are the symbols used to represent the speech sounds of a word. To understand that there is a direct relationship between letters and sounds is to understand the Alphabetic Principle, and it enables a reader to use appropriate pronunciation even an unknown word and associate it with a spoken word.

Understanding the relationship of letters and sounds is also the foundation of learning to spell. Thus, its importance is the basis for the basic building blocks of literacy. It can be assessed in many ways, but one concrete way of assessing one’s knowledge of the alphabetic principle is through the use of flash cards. There are many available for purchase, but it is also an easy tool to create by hand. Some instructional options include singing songs like the alphabet song, artistic means, and rhymes.

Phonemic Awareness:

Phonemic Awareness is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. In order to do all of this and separate the spoken word requires phonemic awareness. Just as the word depicts, phonics is key in understanding phonemes because it is the ability to hear and manipulate individual phonemes. Like all elements of reading, phonemic awareness is important because it builds a foundation for students to understand the rules of literacy. This in turn allows each student to apply these skills and increase his or her oral reading fluency and understanding of the text. A key part of reading is being able to distinguish and manipulate the various individual sounds, so having a full understanding of phonemic awareness.

One way to measure one’s understanding is through the practice of phoneme isolation. This requires recognizing the individual sounds in words. For example, asking a student to tell you the first sound he or she hears in the word is one approach.

Oral Reading Fluency:

Readers not only need to decode the words accurately; they also need to decode them effortlessly or fluently. The ability to read with appropriate phrasing and expression (interpretation) is key in this component of reading and literacy. In essence, reading fluency refers to accurate and automatic decoding of the words in a text, along with appropriate expression and intonation. Be able to do so indicate success in optimal comprehension. Fluency is important in reading, then, because it affects how well readers understand what they read.

Assessments are discussed in terms of three components of fluency: accuracy, efficiency or how automatic it is, and appropriate use of phrasing and expression to convey meaning (intonation). eachers need to be able to gauge the effectiveness of their instruction in fluency; to do this, they need ways to assess student fluency validly and efficiently. Assessments should be as quick and easy to use as possible. One form of assessment is determined by the percentage of words a reader can read correctly. Although this only conveys a snapshot of a student’s reading skills, the assessments nonetheless reveal a great amount of competency. This procedure also guides teachers’ instruction to meet students’ specific needs. Students who perform poorly on the assessments can be identified for more thorough and comprehensive reading assessments.
 Reading fluency is yet another building block of literacy and certainly affects reading comprehension.


Comprehension:

What one could visualize or consider the top block amongst the stack of literacy blocks is comprehension. Comprehension is defined as the level of understanding of a text. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what they are actually reading: the meaning is lost.

If the meaning is a lost, then there is nearly no use of all of the other literacy blocks that lead up to comprehension. Analyzing text inside and out of the classroom is a common practice for all teachers and their students. It is crucial for students to learn to analyze text (comprehend it) even before they can read it on their own, and comprehension instruction generally begins in pre-school or kindergarten. Reading different types of texts requires the use of different reading strategies and approaches. Teaching the components of these varieties of texts will help them to understand.

Analyzing text does not have to be limited to just discussion; an active, observable process can be very beneficial to struggling readers. However, a simple general form of analysis, summarization is a comprehension strategy that also needs to be taught. A summary might include the answers to who, what, where, when, why, and how.

Vocabulary:

Vocabulary simply refers to words and their meanings. Research has shown that vocabulary knowledge is an important predictor of reading comprehension ability. In order to understand the text as a whole, one must understand nearly each individual word. Children must have good vocabulary skills in order to communicate effectively; these skills apply to speaking, listening, and of course, literacy--reading, and writing.

Practicing vocabulary knowledge can be done by working with individual words, words in sentences, or in words meaningful text. You can teach your child about homonyms (words that are spelled and/or said the same way but have different

meanings like lead), synonyms (different words with similar or exact meanings like baby and infant), and antonyms (words that have opposite meaning like hot and cold). As any good educator knows, teachings these elements of vocabulary can be fun. Some students, like myself, will really enjoy word games such as word searches and crosswords. Others will enjoy more interactive, hands-on instruction like games, for example. Regardless of the method, assessment should still take place. Another method for assessment is spelling tests. Not only will you be practicing other elements of reading, but if you present it in the form of either or definition and they response by spelling the correct word, then this will surely prove to be a useful assessment in the general classroom.

An example of a teacher's frustration...

Dear fellow colleague,

I am sorry to hear about your frustration in the classroom. Any indication of underachievement amongst the students is stressful enough, but to have to uphold to the same standards for all students regardless must really instill a sense of defeat. However, there is a solution! The alternative to the traditional approach of using the same instructional method for all students is the Response To Instruction approach.

With the use of the RTI program, students who are unsuccessful with such a dated methodology can benefit from the data that is reviewed by the teachers and other specialists who use the program. The data analysis can be used to adjust instructional practices more suitable for the need of each individual child. I think it’s safe to say that all suitable educators are against the implementation of standard evaluations such as ISTEP and end-of-semester exams, but it does not have to be so impersonal. RTI measures student growth weekly and biweekly through carefully considered formative assessments and progress monitoring.

Ultimately, I highly recommend the RTI program because its program essentially revolves around improving student achievement by identifying the individual challenges that each student faces and providing them with the appropriate level of personal instructional time during the school day. The curriculum somehow manages to provide for all the students while simultaneously focusing on the multiple challenges of each student in the classroom. It benefits not only the students through the continuity of its services, but it ultimately befits the current teacher and the students’ future teachers as well.

I earnestly hope you take this letter and the benefits that the Response to Instruction has to offer into deep consideration. Good luck on your process, and please let me know if you need any assistance.

Sincerely,

Emily Meyers

Indiana’s Special Education Law

http://www.doe.in.gov/exceptional/speced/docs/Art_7.pdf

2010’s Article 7 is Indiana’s Special Education Law. It is based of the federal Individuals with Disabilities Act of 2004. Article 7 requires that each student with an identified disability between the ages of 3 and 22, enrolled in a public school, be provided with a Free, Appropriate Public Education.

Additionally, Article 7 describes the school’s responsibilities—including determining if a student is eligible and to develop an IEP.

Listed above is a link to Indiana’s Special Education Law.