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Building and Sustaining Capacity for Evidence-Based Literacy Instruction Leads to Improved Student

By: James L. MontanariPublished: February 14, 2013
Topics: Implementation Planning and Evaluation, K-5, Literacy, Tiered Instruction


Topics



School Profile


Salisbury Elementary School is part of the Triton Regional School District in Massachusetts. It is a Title 1 school with 575 students from pre-K through grade 6. Students with disabilities make up 12% of the population.

The Goal and the Process


Inspired by the philosophy of the DuFours, the school embarked on the following process:

  1. Identify their greatest need (achieved in Academic Year 1)

    • Response: After reviewing student data, the school identified literacy as their greatest need.
    • Supporting evidence: In K-1, 50% or less of students were reading at benchmark. In grades 2-3, the number of students meeting reading benchmarks was higher, but the results were inconsistent. The school had been implementing many different approaches to reading but with little success.

  2. Develop a plan to provide students with the educational experiences that were likely to address their greatest need (achieved in Academic Year 1)

    • Response: Leadership was determined and committed to ensuring all students met reading benchmarks. One component of the school’s solution was the selection of a new evidence-based reading and spelling program, Wilson Fundations®. The school developed a literacy plan to implement Fundations within an RTI Framework.

  3. Organize the school to ensure appropriate implementation of the plan (achieved in Academic Year 2 for grades K-2, and in Academic Year 3 for grade 3)

    • Response: The school emphasized teaching the core curriculum with fidelity through collaborative work by data coaches and professional development for teachers and reading specialists:
      • Teachers and reading specialists were fully trained, with periodic implementation support and fidelity checks.
      • School-based coaching was provided with the coach co-teaching with new teachers.
      • Teachers were provided opportunities for peer observation and observing a more experienced teacher.
      • All were on board: administration, Title 1 director, reading specialist, and data coaches

  4. Evaluate their efforts*

    • Response: The school collects data from multiple sources, including DRA 2, DIBELs, GRADE assessments, Fundations unit assessments progress-monitoring probes for students receiving interventions. The data coaches receive data monthly by grade level, and facilitate monthly meetings to discuss the results. For additional information, read the section, “Data Meetings/Progress Monitoring,” below.
    *Note: According to Implementation Science research, complex programs take approximately 2-4 academic years to achieve full implementation.Therefore, early evaluations should themselves be evaluated with caution.

Implementing a Multi-tiered System of Support


Developed a Standard Tier 1 Literacy Block:

Developed a Master Schedule to Meet Student Needs:

Identified Students Scoring Below Benchmark:

Data Meetings/Progress Monitoring:

Review/Revise Instruction:

Challenges



Outcome


The entire school is now organized around student success. Teachers continually address the individual needs of students using evidence-based practices. Data meetings are dynamic and focused with staff comfortable reviewing data and making data-based instructional decisions. Student outcomes have improved.

The 2011-2012 school year was the second full year of implementation for kindergarten, first and second grades. The DIBELS (core) data showed that at the beginning of kindergarten 50% of students were at or above benchmark. The year ended with 82% of the students meeting benchmark. There was even more growth in first grade as the grade began with only 39% at/above benchmark and ended with 83%. Second grade showed adequate results with 70% meeting benchmark at the end of the year. The first full year implementation of Level 3 yielded 84% of students meeting benchmark.

Advice


Keys to Success:

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Read what others had to say...

Wonderful information!
I really enjoyed reading this. My district has gone through these same steps and is also doing an outstanding job with RTI. You are right, it is about having the same vision and getting everyone on board for student success. I do have a question. Our high school uses the data and truly does implement strategies and intervention for students. However, I would like to know more about how your district high school approaches intervention for students in grades nine through twelve. How do your high school teachers respond to the students in RTI and the vision you all have set forth? Thank you so much!






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