FSM and Project LIFT: Incorporating Response to Intervention
Project LIFT incorporates planning for and implementation of a Response to Intervention framework for literacy instruction. Read below to learn more about Response to Intervention.
What is Response to Intervention (RtI)?
First of all, there is not one agreed upon definition of RtI. However, in general, RtI can be defined as a single well-integrated system that connects general and special education through scientifically based instructional practices, common assessment measures and explicit decision-making procedures driven by child outcomes. These elements of RtI can be observed readily in almost any RtI implementation.
Struggling children are identified through low performance on schoolwide screening measures intended to indicate which children may be at risk of literacy problems. A child may also be identified as at risk for reading difficulties through other means, such as teacher observation. The school then provides the child with research-based interventions and closely monitors the student’s progress (or response to the interventions), and teachers adjust their intensity given the student’s progress.
What are the Major Components of a Response to Intervention Model Within FSM Project LIFT?
(e.g., What are we working on?)
well as English assessments. The plan will include assessments used for four purposes:
(a) to screen students for reading difficulties;
(b) to systematically progress monitor students below grade-level standards to monitor improvement;
(c) to diagnose possible sources of reading difficulty for students not making progress; and
(d) to determine students’ overall outcomes at the end of each school year and determine the school’s overall effectiveness in meeting students’ literacy needs.
These assessments were gradually added on during the first two to three years of implementation of Project LIFT. During the first year of implementation of Project LIFT, the focus was on conducting screening assessments, with progress monitoring assessments for students performing below grade level added in Year 2 of
implementation. Data from FSM national summative assessments already in place are also important considerations in Schoolwide Assessment Plans.
What is Response to Intervention (RtI)?
First of all, there is not one agreed upon definition of RtI. However, in general, RtI can be defined as a single well-integrated system that connects general and special education through scientifically based instructional practices, common assessment measures and explicit decision-making procedures driven by child outcomes. These elements of RtI can be observed readily in almost any RtI implementation.
Struggling children are identified through low performance on schoolwide screening measures intended to indicate which children may be at risk of literacy problems. A child may also be identified as at risk for reading difficulties through other means, such as teacher observation. The school then provides the child with research-based interventions and closely monitors the student’s progress (or response to the interventions), and teachers adjust their intensity given the student’s progress.
What are the Major Components of a Response to Intervention Model Within FSM Project LIFT?
(e.g., What are we working on?)
- Commitment and Leadership at the National State and School Levels in General and Special Education
The goal under commitment and leadership is for National, State, and Project schools personnel to work together to create a coherent, effective plan for literacy instruction. This includes State RtI teams meeting on a consistent basis during each school year to evaluate current project priorities, and provide support for principals, coaches and building-level project personnel. The plan also includes principals becoming instructional leaders within their schools who oversee the development of a strong literacy program. The long-term goal is to develop a plan for sustainability of Project LIFT at the original four pilot sites and then adding new implementation sites by integrating effective literacy practices into national policies and procedures.
- Assessment
well as English assessments. The plan will include assessments used for four purposes:
(a) to screen students for reading difficulties;
(b) to systematically progress monitor students below grade-level standards to monitor improvement;
(c) to diagnose possible sources of reading difficulty for students not making progress; and
(d) to determine students’ overall outcomes at the end of each school year and determine the school’s overall effectiveness in meeting students’ literacy needs.
These assessments were gradually added on during the first two to three years of implementation of Project LIFT. During the first year of implementation of Project LIFT, the focus was on conducting screening assessments, with progress monitoring assessments for students performing below grade level added in Year 2 of
implementation. Data from FSM national summative assessments already in place are also important considerations in Schoolwide Assessment Plans.
- Data Analysis
Data analysis efforts are lead by the school literacy coaches. Assessment data is used to determine individual student current performance levels. For example, screening data is used to determine whether a student is currently exhibiting grade level skills in reading or whether that student is somewhat or significantly behind standards. This data is then used to determine which students are struggling and therefore need Tier 2 instruction or Tier 3 instruction (Tier 3 to be added in upcoming school years). In addition, teachers learn how to use data to help diagnose the cause of reading difficulties.
All project schools and grade levels within the schools will also set yearly goals for student performance based upon baseline screening data collected at the beginning of the year. In addition, Project LIFT will set overall goals for year-to-year increased performance.
- Instruction
Current data indicate that many students have instructional needs in literacy skills that are are currently not being met through core reading instruction. Core reading instruction is defined as the instructional all students receive in reading and other language arts skills. As a result, Project LIFT focuses on improving core reading instruction for all students by incorporating the essential components of reading instruction identified in the National Reading Panel Report (2002). These components include phonological awareness, the alphabetic principle, fluency, vocabulary and comprehension. Additionally, teachers will work on effectively delivering evidence-based 45- to 60-minute daily reading lessons as time allows. In addition, the importance of oral language development is emphasized in both the vernacular and English. Research indicates there is a very strong relationship between oral language development and later reading skills. As a result, oral language development starting in the early primary grades is emphasized.
Instruction in the project also focuses on development of differentiated instruction based upon student need. Principals, coaches, and teachers are responsible for scheduling and delivering 20-30 minutes of daily Tier 2 instruction, in addition to core reading instruction, for those students who are not meeting grade level standards.
Project LIFT also emphasizes effective delivery of instruction. This includes providing explicit instruction with teacher modeling of new skills, providing multiple opportunities for students to practice newly-taught skills, actively engaging students in the classroom, effective classroom management and providing meaningful feedback to students. - Coaching
Literacy coaches are assigned to all Project LIFT schools. The primary functions of the coaches are to: (a) lead grade-level teams in conducting literacy assessments and using student reading data to make decisions about reading instruction for all students; (b) provide professional development and work with teachers inside classrooms to model research-based reading instruction as well as provide feedback and support to teachers; and (c) work with the building principals in identifying professional development needs for individual teachers based upon classroom observations and student data. The primary role of the coach is not as an evaluator or supervisor, but rather an instructor and mentor. - Professional Development
Improving reading instruction is a major goal of the project. As such, professional development is provided both onsite and remotely. University of Oregon consultants provide onsite professional development to teachers and coaches during site visits. In addition, coaches receive ongoing professional development via technology from project consultants. They then provide this training to school personnel through monthly scheduled professional development time at their respective schools. Topics focus on research-based practices on the topics discussed above as well as issues needing to be addressed based upon student data and classroom observations from coaches and building principals.