Post on 01-Jan-2017
Barrow County Schools
Response to Intervention
Broad Overview
Intervening
Progress Monitoring
SPED Identification
Why RTI?
Approximately two-thirds of eighth- and twelfth- grade students read at less than the “proficient” level as described by NAEP (National Institute for Literacy, 2006).
Approximately 32 percent of high school graduates are not ready for college-level English composition courses (ACT, 2005).
Over half of adults scoring at the lowest literacy levels are drop-outs and almost a quarter are high school graduates (NCES, 2005).
Approximately 40 percent of high school graduates lack the literacy skills employers seek (Achieve, Inc., 2005).
U.S. drop-outs’ literacy skills are lower than most industrialized nations, performing comparably only to Chile, Poland, Portugal and Slovenia (OECD, 2000).
Special Education Outcomes Treatment/Intervention Effect Size Special Classes (IQ 75-90) -.34 MR/Special Classes (IQ 60-75) -.14 SLD Resource +.29
RTI Outcomes Treatment/Intervention Effect Size Applied Behavior Analysis +1.00 CBM + Graphing + Evaluation +1.00 Explicit Instruction & Problem Solving +0.70 Comprehensive Strategies +1.0 Source: Kavale (2005) Learning Disabilities
SLD Prevalence Rates MR: (NJ) 0.4% to (WV) 3.0% ED: (AR) 0.1% to (MN) 2.0% LD: (KY) 2.7% to (RI) 9.3% OHI: (MS) 0.1% to (RI) 2.1% Speech: (HI) 0.8% to (WV) 3.8% All Sped: (CO) 9.7% to (RI) 17.9% Source: www.IDEAdata.org
RTI as a Preventive Framework RTI is a multi-level instructional framework aimed at
improving outcomes for ALL students. RTI is preventative and provides immediate support to
students who are at risk for academic failure. RTI may be a component of a comprehensive evaluation
for students with learning disabilities.
Essential RTI Components
School-wide, Multi-level Instructional System for Preventing School Failure
Primary (Tier 1) Secondary (Tier 2) Tertiary (Tier 3)
Universal Screening Individualized Progress Monitoring Data-Based Decision Making for:
Instruction Movement within the multi-level system Disability identification (in accordance with state law)
Broad Overview
How do you do RTI at a school?
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Key Characteristics of RtI
Universal Screening of academics and behavior
Multiple tiers of increasingly intense interventions
Differentiated curriculum-tiered intervention strategy
Use of scientifically research-based interventions
Continuous monitoring of student performance
Benchmark/Outcome assessment
RTI is all about the Pyramid
How many kids should be in each tier at my school? AES – 769 HMMS - 714 BES – 846 RMS - 758 BRES – 704 WMS - 686 CLES – 928 BCMS - 737 HES – 949 AHS – 1613 KES – 806 WBHS - 1786 SES – 897 SPS - 181 YES - 765
How to Calculate an estimate Take your original number (737 for BCMS) Remove 12% for SPED (Tier 4) 649 for BCMS
That number is your adjusted number. Take 15% of the adjusted number. That is your Tier 2 Tier 2 Estimate for BCMS: 97
Take 5% of the adjusted number. That is your Tier 3 Tier 3 Estimate for BCMS: 32
But be careful putting too much stock in that math…
July 2007 IDEA Partnership 22
Problem-Solving Method
What is the problem?
Why is it happening?
What should be done about it?
Did it work?
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PROBLEM SOLVING CHART
Does the *%$# thing work?
Don’t mess with it! You Idiot! Did you mess with it?
Does anyone
else know?
Will you catch hell?
Hide it!
You poor slob! Ignore it
Can you blame somebody else?
NO PROBLEM
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
Tier 1
Standards Based Instruction: The oft overlooked Tier
Why adopt an RTI model?
Answering this question requires us to look back into history.
1975, PL 94–142 Identifying students with handicapping conditions
denied access to public education “Child Find”
Procedural safeguards as a major component of identification process
What Are The Characteristics Of Effective Tier 1 Instruction?
Incorporating all phases of lesson design correctly High levels of student engagement High levels of student participation Frequent checks for understanding with quality questions Constant corrective feedback Students interacting with students Differentiation of Instruction
A Hypothetical Classroom
Student Reading NPR
Math NPR Student Reading NPR
Math NPR
A 8 26 K 50 55
B 25 27 L 28 33
C 56 32 M 24 39
D 17 44 N 73 77
E 60 56 O 49 65
F 38 29 P 4 7
G 3 41 Q 93 81
H 25 32 R 14 26
I 58 58 S 63 51
J 65 55 T 41 33
Differentiation
Differentiation
All curriculum and instruction
Content
Process
Product
Universal Access Time
Small Group
Preteach
Reteach
Fill Gaps
Enrichment
Independent activities
Choice
Flexible Groupings
Based on interest and
need
At a level “accessible” for
students
Questioning
Whole Class Discussions
Within Activities
New Bloom's (Verbs)
Whole Class Scaffolding
Building Background Knowledge
Frontloading Key Vocabulary
Teaching Prerequisite
Skills
Compacting
Pacing
Assessment
Progress Monitoring
Retake Tests
Choice
Check for Understanding
July 2007 IDEA Partnership 29
Differentiating Instruction…
Obj
ecti
ve
Ass
essm
ent
Intr
o
Teac
hing
Lear
ning
Pro
duct
s
Res
ourc
es
Gro
upin
g
Ext
ensi
on
Paci
ng
CORE CURRICULUM
Source: National Education Association IDEA Resource Cadre presentation on Differentiated Instruction, developed in collaboration with Deborah E Burns, Curriculum Coordinator, Cheshire Connecticut Public Schools and Kathleen Whitmire, Director, School Services in Speech-Language Pathology, American Speech and Hearing Association
How do I know if my school’s Tier 1 is successful? State Testing Results Teacher grades and assessments Retention rates Student growth year to year Discipline data Student surveys Dropout & graduation rates CCRPI What problems can you see with evaluating individual
students based on these criteria
Universal Screenings Given multiple times per year to ALL students Most common breakdown is Fall, Winter, & Spring
Typically tests for skills rather than curricular attainment
Usually covers reading and math
Students not meeting basic criteria are moved on to Tier 2
Many commercially available screeners (MAP, AimsWeb, etc.)
What options do I have for Universal Screeners? Home grown
State Assessments
Lexile scores
ITBS/COGAT
Georgia Online Assessment System
School based instruments (DRA, Star, etc.)
Universal Screening: Math
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Universal Screening: Math
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Caution
ALWAYS distinguish between skills and standards based learning
They are related but they are not the same
Interfering barriers (language, culture, poverty) must also be considerations
The insanity of not moving students to Tier 3 when they need it…
Tier 2
Targeted Group Intervention: Someone herd my cats!
Characteristics of Tier 2
Tends to be group based
Targets BROAD areas of problem Ex: Reading, Math, Behavior
Interventions can be identical for students in a group
Interventions v. Accommodations
Intervention Accommodation
“Teaches” a skill Targeted to a specific area
of skill Delivered by a qualified
educator
“Facilitates” a skill Can carry over across
many domains Can be delivered by
almost anyone
Interventions are just a highly specific and
individualized form of teaching.
Examples of Tier 2 Programs Remedial reading groups
IEP
Various “spirit” segments
After school or before school tutoring
Monitoring Progress Benchmark assessments
Non-universal screeners
Classroom grades
Anecdotal reports
Non academic factors (attendance, behavior, etc.)
Managing the process (when to evaluate Tier 2) Data team meetings
PLC meetings
Grade level meetings
Tier 2 specialized meetings
PBIS Meetings
Tier 3
Individualized Academic Interventions
Tier 3 In Georgia Tier 3 is the Student Support Team Model At this point parents MUST be involved
Here both interventions and method of progress
monitoring must be specific and individualized The attention student receives are much more intensive.
Intensity Amplifies Students should be given weekly interventions and
progress monitoring done frequently (minimum bi-weekly).
If interventions are not effective they should be replaced
with either different interventions or supplemented with others.
Progress monitoring should be directly tied to the area of weakness.
What’s next? Students who do not show progress at Tier 3 may suffer
from learning disabilities.
A referral to school psychologist for testing may be appropriate if sufficient time has passed.
A psychological evaluation is NOT the logical outcome of Tier 3.
It simply sometimes does occur.
Activity: Fill in my Pyramid
Let’s take a break!!
Interventions
What are they and where the hell do I get them?
Activity – 2 Minutes Brainstorm all the academic and behavioral interventions
with which you have been involved
What are Interventions Targeted assistance based on evidence of weakness Administered by classroom teacher, specialized
teacher, or external interventionist Provides additional instruction Individual, Small group, And/or technology assisted
Intervention vs. Best Practice? Is this process/system used with ALL children? (Best
Practice)
Is this process/system fundamentally different than what you would do for any of your students? (Intervention)
SST is NOT a remediation or intervention
Interventions
Interventions become more intensive by Increasing the frequency (5 times/week rather than 3
times/week) Increasing the duration (50 minutes rather than 30
minutes) Decreasing the pupil–teacher ratio
Characteristics of an Effective Intervention Program
Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic
Types of Interventions in RTI Research-validated curriculum Purchased Materials Research- based practices Research-based strategies
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Research-based means that the curriculum and instructional approaches have a high probability of success for the majority of students. By using research-based practices schools efficiently use time and resources and protect students from ineffective instructional and evaluative practices.
What is a Research-based Intervention?
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Is It All About Reading…..
52% of IDEA $$ go to LD Programs
70% +/- of special education “activities” (e.g., evaluations, staffings, IEPs) related to LD cases
94% of students in LD because of reading/language arts
46% of IDEA $$ go to improve reading
We don’t have time to stop and intervene. We’ve got to get the whole
curricula covered by the CRCT!
Reschly RTI 61
Some things do not make sense
Areas of Academic Disability Basic Reading Reading Comprehension Reading Fluency Written Expression Math Calculation Math Reasoning Oral Expression Listening Comprehension
What’s missing here?
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Source: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
5 Strands of Mathematical Proficiency
1. Understanding
2. Computing
3. Applying
4. Reasoning
5. Engagement
5 Big Ideas in Beginning Reading
1. Phonemic Awareness
2. Alphabetic Principle
3. Fluency with Text
4. Vocabulary
5. Comprehension Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php
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Five Strands of Mathematical Proficiency 1. Understanding: Comprehending mathematical
concepts, operations, and relations--knowing what mathematical symbols, diagrams, and procedures mean.
2. Computing: Carrying out mathematical procedures, such as adding, subtracting, multiplying, and dividing numbers flexibly, accurately, efficiently, and appropriately.
3. Applying: Being able to formulate problems mathematically and to devise strategies for solving them using concepts and procedures appropriately.
Source: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
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Five Strands of Mathematical Proficiency (Cont.)
4. Reasoning: Using logic to explain and justify a solution to a problem or to extend from something known to something less known.
5. Engaging: Seeing mathematics as sensible, useful, and doable—if you work at it—and being willing to do the work.
Source: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
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Big Ideas in Beginning Reading “Phonemic Awareness: The ability to hear and manipulate
sounds in words. Alphabetic Principle: The ability to associate sounds with
letters and use these sounds to form words. Fluency with Text: The effortless, automatic ability to read
words in connected text. Vocabulary: The ability to understand (receptive) and use
(expressive) words to acquire and convey meaning. Comprehension: The complex cognitive process involving the
intentional interaction between reader and text to convey meaning.”
Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php
Where do I find interventions?
Barrow Intervention Document www.interventioncentral.org What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ Florida Center for Reading Research:
http://www.fcrr.org/
Who does interventions? And When?! This is perhaps the single most important and difficult
part of RTI.
Typically a regular education teacher provides the interventions. A specialist can sometimes provide them.
Time must be planned for and structured.
This is a difficult endeavor but a crucial one.
Progress Monitoring
Oh yeah. The Excel chart thingy
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Why Monitor Progress? “In God we trust… All others must have data.”
Edward Deming
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Why Monitor Progress?
We do NOT KNOW ahead of time whether an intervention will be successful for an individual student
Do they ASSUME in the hospital that your heart is working just fine after your bypass surgery? After all… the surgery works well for MOST patients…..
Why not just use grades and anecdotal reports? Grades are not always the best indicator of academic skill
development, particularly intra-individual development
Anecdotal reports, while valuable, are often subject to differing interpretations, bias, and are difficult to quantify
Neither approach allows for easy analysis of the intersection of intervention and performance
Advantages of progress monitoring and measurement Quantitative Allows for individualization and modifications of
expectation Systematic Easily understood and generalized It is required by the new Regulations
Hallmarks of Effective Assessment Targeted to the skill deficit Measured consistently with fair assessments Charted to record growth, stasis, or regression Realistic expectations for growth set Lack of performance leads to modifications of
intervention package
Progress Monitoring PURPOSE: monitor student’s response to primary, secondary, or
tertiary instruction in order to estimate rates of improvement; identify students who are not demonstrating adequate progress; and compare the efficacy of different forms of instruction
FOCUS: students identified through screening as at risk for poor learning outcomes
TOOLS: brief assessments that are valid, reliable, and evidence-based
TIMEFRAME: students are assessed at regular intervals (e.g., weekly, biweekly, or monthly)
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Purpose of Progress Monitoring
Allows practitioners to… estimate rates of improvement, identify students who are not demonstrating
adequate progress and/or compare the efficacy of different forms of
instruction to design more effective, individualized instruction.
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Identify Students Not Making Adequate Progress
Increasing Scores:
X
Goal line
Trend line X Goal line
Trend line
Flat Scores:
Tools
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Progress monitoring tools or “probes” are • brief assessments • reliable, valid, and evidence-based • repeated measures that capture student ability • measures of age appropriate outcomes
Different progress monitoring tools may be used to assess different outcome measures
Probes Short (typically 5 minutes or less) assessments of a skill
area.
Assess the same skill at the same level.
Administered frequently so linear progress can be tracked.
Some common probes County issued CD Easy CBM DIBELS Ed Checkup Many, many more
Key probe considerations Measure the same skill over time
Favor skills over classroom assessments
Do not change the difficulty level
Assess the student where their current skill level is at
Case Study: When things don’t match
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Screening Data and Progress Monitoring can be linked
The goal is to have a cohesive system.
If possible, use the same measures for both screening and progress monitoring (e.g, CBM).
Screen ALL students 3x per year (F, W, S)
Strategic Support and Monitoring Students at Some Risk
Intensive Support & Monitoring for
Students at Extreme Risk
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Suggested Progress Monitoring Interval Guidelines
Adapted from D. Marston, 2005
Risk Level Score Profile Progress Monitoring Frequency/Type
Above Benchmark Very Low to No risk (Universal)
>65th Percentile 2-3 x/year Benchmark Measurement
Near Benchmark Low Risk (Universal)
25-65th Percentile 4-6 x/year Benchmark Measurement
Below Benchmark Some risk (Targeted)
5th-25th Percentile 2 x/month Progress Measurement
Far Below Benchmark At-Risk (Intensive)
Below 5th Percentile At least weekly Progress Measurement
To change what you are doing with a student if it is not working (formative assessment) so you are effective and efficient with your time and instruction
To help make decisions about instructional goals, materials, levels, and groups
To aid in communication with parents
To document progress for special education students as required for periodic and annual reviews
Why Progress Monitor Frequently?
Phase Change During the Tier 3 RTI Process we must constantly be
aware of if our interventions and progress monitoring packages are being effective.
If the student is NOT making progress we must modify our approach.
When we change our intervention package that is a Phase Change
When in doubt use the Rule of Four
How do I track my data on an individual?
RTI – Applied
Let’s bollocks this up some
Adam Smith 9 Year old 3rd Grade Teacher reports Adam is struggling with decoding
words and recognizing sight words
Educational history suggests similar problems dating back to kindergarten
2nd Grade/Early 3rd Scores CRCT Reading – 781 ELA – 793 Math - 811
ITBS Reading Composite – 18th Percentile Math Composite – 43rd Percentile Total Composite – 39th Percentile
COGAT Verbal – 92 Quantitative – 99 Spatial – 82
Report Card/1st Nine Weeks Demonstrates comprehension of grade level text - 1 Applies decoding strategies - 1 Reads orally with rhythm, flow, and meter - 1 Reads and understands vocabulary in context -2
Tier 2 Student moved to Tier 2 on basis of at-risk status Teachers in Grade Level PLC meeting discuss his status
Paperwork needs to be kept, but does not need to be as
formal/quantitative as at Tier 3
Tier 2 Interventions EIP (student already served EIP)
Small group instruction in reading
Tier 2 Results Results can be more anecdotal than other aspects of
RTI
Often may be related to teacher observation, classroom grades, and report cards
Adam did not show any marked improvement in Tier 2 and was moved to Tier 3
Tier 3 Student referred to Tier 3 SST Meeting Parents invited Data and reports from Tier 1 & 2 reviewed SST team narrows down area of concern to basic
reading/phonemic decoding They choose interventions and plan for progress monitoring
Tier 3 Interventions Individual, prescribed Study Island sequence
Extra time (10 minutes per week) with teacher (certified
educator, not parapro)
Tier 3 Progress Monitoring Dibels – Basic Reading To be administered weekly to student Dibels administration takes approximately 1-3 minutes Afterward, data from progress monitoring entered into
progress monitoring document
PM Document Baseline must be established What can the student do initially
Goal must be set Needs to be attainable given time frame
Can be assessed as either a percentage or whole number With DIBELS word reading whole numbers are appropriate
Progress Monitoring
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1 2 3 4 5 6 7 8 9 10 11 12 13Data Points
Score (%)Goal (%)
Baseline
Score (%)
Goal (%) Date Phase
BL #N/A #N/A
1 #N/A #N/A
2 #N/A #N/A
3 #N/A #N/A
4 #N/A #N/A
5 #N/A #N/A
6 #N/A #N/A
7 #N/A #N/A
8 #N/A #N/A
9 #N/A #N/A
10 #N/A #N/A
Advanced Goal Setting Can set 2 goals if it advantageous Goal 1: What can a typically functioning 3rd grader do (use
other students to ascertain) Goal 2: What do we expect the student to accomplish with
intervention in a short period of time
Purpose would be to dually track both the students progress and their skill relative to normally functioning peers
Baseline Dibels Oral Reading Fluency benchmark administered
Student can read 9 words in one minute
From sampling we know that the average for a
student in his grade is 50
We set a goal of 25 WPM within 12 weeks
After 5 weeks
Progress Monitoring
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Score (%)Goal (%)
What do we know? Little or no progress Our first intervention package (phase 1) was not
successful Therefore we must adjust the package We can… Increase the intensity of interventions Add additional interventions Completely change the interventions
Interventions: Phase II Study Island (with more time) Extra time (20 minutes per week) with teacher
Teaching Sound Skills in Isolation
After 10 weeks…alternate reality 1
Progress Monitoring
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Score (%)Goal (%)
What do we decide RTI/SST team determines that little real progress has
been made Team examines if any “rule out” factors exist They determine they do not, therefore they
determine a referral for SPED assessment is appropriate
NOTE: While all 12 weeks do not have to be completed prior to referral, as a general rule 10 weeks should be completed other than in emergency situations
Exclusionary Factors Unbroken educational history
No language difficulties
No history of medical problems Attendance is good
After 10 weeks…alternate reality II
Progress Monitoring
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Score (%)Goal (%)
What we decide RTI/SST team determines that real progress has been
made As a result no referral for evaluation made This does NOT mean the student has caught up or is
achieving at expectations, only that the student has shown response to intervention
Continue with interventions/progress monitoring while waiting for evaluation
Alternate Reality II…now what?
Adam remains in Tier 3 for the time being Progress monitoring can and should continue Adam’s progress may not be consistent and he may
plateau When progress falters interventions should be
adjusted If student makes strong, consistent progress
movement down to Tier 2 may become appropriate
Progress Monitoring Using Multiple Goals…A Potential Grey Area
Progress Monitoring
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Data Points
Score Students Personal Goal Grade Level Goal
Considerations and reminders In general, 10-12 weeks of progress monitoring
should be completed prior to referral When interventions are not successful, they need to
be tweaked and changed Consider “rule-out” factors prior to evaluation The purpose of RTI is to try to fix the problem, not
to simply funnel a child towards a psychological assessment
Progress monitoring is a critical component of the evaluation
Wrap up and Questions
You don’t have to go home but you can’t stay here
Final Activity: What aspects of a functional RTI program are we doing
well at our school?
What aspects of a functional RTI program do we currently lack or need to grow in?
What do we need to improve these areas?