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Building Capability & Capacity for RTI within the

Pyramid of Interventions

Summer GAELJuly 2008

Paula Freer, Patrick Kennedy, Iva King, Lynn Pennington, Jennifer Schau, and Frank Smith 

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SSTAGE STATS & Promos

First Year (2007-08)3 Conferences = 1000+ participants (SOLD

OUT!) 9 Symposia = 580+ participants5 Regional meetings

Second Year (2008-09)• Sept. 9th & 10th Conference (Interventions) Dublin• Jan. 14th & 15th Conference (Best Practices) Athens

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Georgia’s Student Achievement Pyramid of Interventions and RTI is…

…a multi-tiered system of instruction/intervention matched to student need and guided by student outcome data

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RTI capability & capacity begins with building…

Consensus

• Common understanding

• Answering the ‘why’

• Concepts communicated

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…and continues with building…

Infrastructure

for implementation

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Characteristics of Effective Practice for RTI, SST and the Pyramid of Intervention framework

Describe what evidence or outcome data you have to support that this practice is in place.

Level of Implementation 1 – Just beginning2 - Making good progress3 - Well established

1 2 3

1. Effective problem solving process at each tier with identified team members, roles and responsibilities.

2. A coordinated system of assessment and progress monitoring (to include screening of all students, decision making rules, data collection and analysis).

3. A coordinated system of instructional/behavioral supports and programs with resources allocated (to include scheduling, research-based materials and practices, and staffing).

4. Job-embedded professional development and ongoing teacher support that addresses relevant areas essential to effective implementation.

5. A systematic plan with specified practices for parent/family communication and involvement.

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Building Capability and Capacity

1. Effective problem solving process at each tier with identified team members, roles and responsibilities.

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Tier 3

Tier 2

Tier 1

Problem Solving Teams

IEP, Gifted,504, ELL…

Student Support Teams…

_______ Teams…

Prof. Learning Communities,Grade or Department…

Characteristics

•Articulated goal/purpose

•Defined responsibilities & roles of members

•Consistent multi-step problem solving process

•DATA drives decision making

•Alignment, communication, & connectedness (with/to other teams)

•On-going, embedded professional learning

•Evaluation of team effectiveness

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Data-based Problem Solving

• Focus on the individual student• Hypothesis-driven • Diagnostic assessment and in-depth

analysis• Intervention matched to specific needs

of the student• Infuses diverse expertise

• Focus on groups of students• Common assessments and screening (automatic triggers)• Standards-based and preplanned interventions

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2. A coordinated system of assessment and progress monitoring (to include screening of all students, decision making rules, data collection, data analysis, measures of fidelity

Building Capability and Capacity

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A coordinated system of assessment and progress monitoring

What data do you have that already exists at Tier 1?

The next step is Universal or Targeted Screening – to identify students that lack basic skills

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Definition of terms

• Universal Screening (or targeted screening) Designed as a first step in identifying children who may be at risk for difficulties and/or need additional services and supports.

• Benchmarks*: Activities required of all students at key points in their education to ensure that they are mastering designated performance standards in order to confirm their ongoing achievement of designated content standards (e.g., quarterly writing prompts; annual reading assessments).

*GaDOE’s GPS Training (Day 3)

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Universal screening 3x a year -

HOW?

• Individuals

• Teams

• Stations

By WHOM?

• Paraprofessionals

• Teachers

• Specialists (i.e. psychologists, EIP, SLP, etc…)

• Administrators

• Others

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Academic Probes

• ReadingEarly Literacy, Oral Reading Fluency, Vocabulary, and Maze

• MathEarly Numeracy and Math Curriculum-based Measurement (CBM)

• WritingTotal Words Written, Words Spelled Correct, and Correct Word Sequences,

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Example of Universal Screening Data

Mrs. Kaufman – 6th GradeFall R-CBM

Student Words correct per minute Errors

Jones, Trey 197 1

Willis, Samantha 160 0

Andrews, Maria 158 3

Carr, Robert 148 2

Goodwin, Marvin 135 0

James, Missy 133 0

Miles, Jarod 126 1

Phillips, Daniel 117 1

Bond, Sophia 109 2

Smith, David 64 8

Johnson, Tiffany 48 12

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Behavior …is measured through observation and/or

student self-monitoring

• Two examples of behavior data:

Frequency count - How many

times did the behavior occur?

Duration - How long did the

behavior last?

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Assessment at Tiers 2, 3 and 4

Progress Monitoring is a scientifically-based practice that is used to assess students’ academic and behavioral performance to evaluate the effectiveness of instruction.

Progress Monitoring assesses the SAME basic skills over time to measure progress

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Advantages of Using CBM

• Quick to administer, simple, easy, and cost-efficient.

• Performance is graphed and analyzed over time

• Sensitive to even small improvements in performance

This is KEY—as most standardized/norm-referenced tests do NOT show small, incremental gains.

• Can have many forms — most standardized tests have a maximum of two forms.

• Monitoring frequently enables staff to see trends in individual and group performance—and compare those trends with targets set for their students.

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Progress Monitoring MUST …

INFORM INSTRUCTION

Teachers administer 1 or 2 probes that focus on key skills

Teachers analyze results and adjust instruction accordingly

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20 1822 21

24 2225

3026

2830

2831

0

10

20

30

40

50

60

70

80

90

100

Sept Oct Nov Dec Jan Feb

School Weeks

Wo

rds

Co

rre

ct

Pe

r M

in

Tier 1 Tier 2

Aimline= 1.50 words/week

Trendline = 0.95 words/week

Example of Progress Monitoring Data

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Example of decision making rules1. Universal screening - ALL students - 3 times per year

– Focus Tier II: Students with marked difficulties may include:• 10th percentile or less on universal screening• Level 1 on CRCT in Reading and/or Math• DNM on Georgia Writing Assessment• Retention• Excessive discipline referrals

– Focus Tier III: Students that have not responded to Tier II efforts, i.e.• 4 or more data points showing no

improvement or less than expected growth• Level 1 on CRCT

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3. A coordinated system of instructional/behavioral supports and programs with resources allocated (to include scheduling, research-based materials and practices, and staffing).

Building Capability and Capacity

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There is a great deal of confusing language being used to ‘qualify’ strategies,

interventions, programs and practices

Which is which?• Strategies ______________

• Interventions:– Scientifically-Based ______________– Research-Based ______________– Evidence-Based ______________

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Strategies

Strategy - “ a careful plan or method; the artof devising or employing plans orstratagems toward a goal.” Webster's dictionary

Usually we hear strategy used in the contextof a “teaching strategy”…..

Let’s look at some examples…..

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Strategy Examples

Classroom Instruction that Works by

Marzano/ASCD:

Graphic organizers/Frayer Model

Story map….

These are very often in Tier 1

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Interventions are not . . .(North Georgia GLRS)

Shortened assignments

Parent conference

More of the same

Retention

Change seats

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• Programs can be categorized into two groups:Scientifically proven —meaning scientific results have

already been published in peer-reviewed journals using the previously described scientific rigor

Only 5% of the available research on school reform strategies have demonstrated effects (National Clearinghouse for CSR,2003)

Research-based —meaning the methods, content, materials, etc. were developed in guidance from the collective research and scientific community

“There is an abundance of promotional literature that is often presented as “evidence.” Buyer beware! Work to the highest standard possible.” (National Clearinghouse for CSR,2003)

Educators must examine and look for evidence before the money is spent and programs imposed on children.

Scientifically-Based Interventions (NASP-Harn, 2007)

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Evidence-Based Interventions…

…Do not meet the rigor or standards of scientifically- or research-based interventions.

…Do include specific interventions supported by well-designed, independent research studies. There is evidence that they improve student outcomes (Effective School Interventions Rathvon, 1999).

See examples of evidence-based interventions at:

www.interventioncentral.org (interventions and strategies)

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Interventions: Begin with the End in Mind

Two guiding factors for intervention

effectiveness (Torgesen et al. 2001):

1. The right level of intensity

2. Teacher (or interventionist) skill

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Interventions should …

• Be connected to a specific goal that is well-defined, observable and measurable

• Have specific defined step-by-step descriptions so they can be – implemented consistently

– and can be replicated

• Include ongoing documentation of the student’s response to the intervention

• Pass the “Stranger Test”

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Effective ProgramsInterventions are effective when

they are implemented with fidelity

Fidelity = the practitioners use all the core intervention components skillfully, consistently (Fixen and Blase, 2006)

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INTERVENTION Example

Focus

Intervention

Setting

Grouping

Time

Assessment

For fifth grade students who scored in the lowest 10% on the universal reading screening in word fluency and comprehension, and are more than three years below grade level.

Paraprofessional team and reading coach

Group meets in the media center or Ms. Quincy’s classroom

Homogeneous small group instruction (1:8)

30-45 minutes 3-4 times a week during study skills block for nine weeks

Progress monitoring of CWPM/ORF (weekly) and a Maze (every two weeks) using Aimsweb and school-made assessments

Examples: Great Leaps, Rewards… (e.g.’s of evidence based reading programs) SRA, Corrective Reading (e.g.’s research based)

Provider

Fidelity Direct observation by reading coach using checklist every two weeks.

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Evidence-Based Effective School Interventions Natalie Rathvon, 1999, NY: The Guilford Press

• Easily taught to those doing interventions• Implemented using general classroom resources• Includes 76 empirically validated Interventions• Documented evidence of effectiveness• Capable of classwide application

Important Step-by-Step Intervention Components:Format ProcedureOverview/Purpose EvaluationMaterials VariationsObservation Notes/Source/Studies

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Capability and Capacity It is crucial for administrators to be

involved in the accountability and follow-up of interventions at ALL TIERS

– Facilitating and documenting training for programs/interventions

– Assigning responsibility for fidelity (observations and tracking documentation of interventions)

– Scheduling to support effective interventions

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Scheduling Considerations

• When will the most adults be available?

• Can students be easily regrouped?

• Can students be grouped across grades?

• What meaningful activities can be provided for students who do not need interventions?

• Who will track data to determine when students need to be regrouped?

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St Mary’s ES (Camden Co.)

2nd Grade

TIME Event

7:40-8:50 Math

8:50-9:20 Soc Studies

9:20-10:10 SEA

10:10-11:00 PE, Art, etc.

11:00-11:49 Lunch

11:49-12:19 Science

12:19-1:20 ELA

1:20-2:10 Reading

5th Grade

TIME Event

7:40-8:30 HR/SEA

8:30-9:20 PE,Art, etc.

9:20-10:20 Block 1

10:20-11:20 Block 2

11:20-11:59 Block 3

11:59-12:38 Lunch

12:38-1:10 Block 3 (cont.)

1:10-2:10 Block 4SEA = Students Enhancing Academics

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Pike County MS (6th grade) 8:15-9:05 1st Academic Class

9:06-9:56 2nd Academic Class

9:58-10:48 3rd Academic Class

10:49-11:39 4th Academic Class

11:40 –1:00 5th Academic Class and LUNCH

1:00 – 1:30 6th ILP Individualized Learning Period

1:33 – 2:21 7th Connection Class or 2nd Math/Reading

2:23 – 3:15 8th Connection Class or 2nd Math/Reading

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8:34-9:29 FIRST

9:34-10:28 SECOND

10:33-11:27 THIRD

11:32-11:59 1st Lunch Instructional Focus

FOURTH FOURTH

12:03-12:30 Instructional Focus

2nd Lunch FOURTH Continued

FOURTH Continued

12:34- 1:01 FOURTH FOURTH 3rd Lunch Instructional Focus

1:05 – 1:32 FOURTH Continued

FOURTH Continued

Instructional Focus

4th Lunch

1:37-2:32 FIFTH

2:36-3:30 SIXTH

Union Grove HS (Henry County)

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Possible Solutions• All teachers, including coaches & parapros

are available during school hours

• A school-wide intervention time facilitates re-grouping as needed.

• Cross-grade grouping may be necessary for “low-incidence” student needs

• Group size can vary greatly based on needs

• Students not needing interventions can be challenged with SAT prep, yearbook, drama, science or writing clubs, academic bowl, etc.

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Running the Schedule Effectively

Schools must designate responsibilities:

• Time for Teacher/Administrator teams to look at data regularly and regroup students according to progress

• Trained personnel to assure fidelity and to fill-in when interventionists are out

• Continuous Improvement Team for “tweaking”

• ? Student teams to help design classes for students who do not need interventions ?

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4. Job-embedded professional development and ongoing teacher support that addresses relevant areas essential to effective implementation

Building Capability and Capacity

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RTI Pyramid Training Issues

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What do we need today?

• Random Acts of Improvement …– Squeezing in RTI where it’s possible?

OR

• Aligned Acts ….– Thoughtfully designed and planned?

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How do these approaches differ?

Random Acts:

• Subjective data collection

• Inconsistent management of data

• Inconsistent use of teaching, learning and intervention

Aligned Acts:

• Use of a data driven problem-solving process at ALL Tiers (vs. only at Tiers 3 & 4 in the past)

• Analyzing school data to target needs

• Documenting instructional practices which are defined and measured

• Consistent and ongoing evaluation of instructional practices

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Inserting RTI?

• It is unreasonable to believe that RTI will fit neatly into you’re your existing system.

• Expectations and beliefs about accountability must change.

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Expectations for Educators

• Tier I - owning all the students

• Differentiated Instruction

• Data Collection

• Progress Monitoring

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Training Priorities

• Solid Understanding of the Tiered Intervention Process

• Available Interventions

• Oversight of the Process

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Training Strategy1. Develop a sequence of training issues

that makes sense…

2. Be realistic about how much change can occur in a given time – mindset is the biggest issue

3. Become creative about reaching the primary training target – teachers

4. In addition to formal training, frequent informal consultation and follow-up is key

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Finally…

• Building leaders

• Central Office staff

• Parents

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5. A systematic plan with specified practices for parent/family communication and involvement.

Building Capability and Capacity

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PARENT ENGAGEMENT

An INFORMED parent can be

a VITAL supporter

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National PTA Standards for Parent/Family Involvement (Epstein)

Effective parent involvement programs include activities that are addressed by the following six standards:

I. Communicating — Communication between home and school is regular, two-way, and meaningful.

II. Parenting — Parenting skills are promoted and supported.III. Student learning — Parents play an integral role in assisting

student learning.IV. Volunteering — Parents are welcome in the school, and their

support and assistance are sought.V. School decision making and advocacy — Parents are full

partners in the decisions that affect children and families.VI. Collaborating with community — Community resources

strengthen schools, families, and student learning.

Now translate to Georgia Standards

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Georgia School Keys (School Standards) pp. 41-48 for Parent Involvement

STUDENT, FAMILY, AND COMMUNITY

INVOLVEMENT AND SUPPORT

The school as a community of learning involves parents and community members as active participants. There is consistent and growing evidence of parental involvement and volunteerism, participation in workshops and enrichment activities, and a process of two-way communication. Everyone collaborates to help the school achieve its continuous improvement targets and short- and long-range goals.

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Student, Family, and Community Involvement and Support Standard 1:

The school reinforces the continuous improvement process through active and sustained involvement of student, family, and community.

SFC 1.1 Communication Between School and Parents and Community

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Student, Family, and Community Support Standard 2:

The school has organizational structures and processes to ensure that students, families, and community members play an active and sustained role in school governance, decision-making, and problem-solving.

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Student, Family, and Community Support Standard 3:

The school addresses student, family, and community needs through appropriate services and cross-institutional partnerships.

See www.gadoe.org then “School Improvement” page, then “School Keys” link.

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RTI Resources for Parents

Response to Intervention: A Primer for Parents (from NASP)

www.nasponline.org/resources/handouts/rtiprimer.pdf

A Parent's Guide to Response-to-Intervention (from NCLD)

www.rtinetwork.org/images/stories/Downloads/parentsguidetorti-ncld.pdf

Parents and Families Resources (from RTI Action Network)

www.rtinetwork.org/Parents-and-Families

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PARENT ENGAGEMENT RESOURCES

Georgia Family Connection Partnership www.gafcp.org

Dr. Marian Gamble:“permanent loan” from DOE marian@gafcp.org

_____________________________________________________________________________________________________________________________________________________________

Parent Mentors for Special Education

Patti Solomon psolomon@doe.k12.ga.us______________________________________________________________________________________________________________________________________________

______________

Title I, Part A: Parental Involvement

Andrea Moore amoore@doe.k12.ga.us

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PARENT WEBSITES

• http://www.dpi.state.nd.us/title1/targeted/require/parent/index.shtm (Title I Website)

• http://www.parentmentors.org (Parent Mentor Partnership)

• http://www.ed.gov/pubs/ReachFam/spp.html (Reaching All Families: Creating-Family

Friendly Schools)

• www.ncrel.org North Central Regional Educational Laboratory

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PARENT WEBSITES (cont’d)(cont’d)

• www.ncpie.org (National Coalition for Parent Involvement in Education)

• www.pta.org/programs (National P.T.A. Standards for Parent/Family Involvement Programs)

• http://www.par-inst.com (Parent Institute)

• http://pfie.ed.gov/ (Partnership for Family Involvement in Education)

• http://eric-web.tc.columbia.edu/families/strong (Strong Families, Strong Schools: Building

Partnerships for Learning)

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RTI Websites and Resources

Response to Intervention Blueprints for Implementation:

http://www.nasdse.org/Portals/0/DISTRICT.pdf http://www.nasdse.org/Portals/0/SCHOOL.pdf

Essential:• www.interventioncentral.org• http://ies.ed.gov/ncee/wwc/ (What Works

Clearinghouse)• www.rtinetwork.org (RTI Action Network)

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RTI Assessment ResourcesInvestigate and compare commercial products: • www.studentprogress.org Websites with free materials and links:• www.interventioncentral.org • https://dibels.uoregon.edu• http://ggg.umn.edu/siteindex.html• http://iris.peabody.vanderbilt.edu/

browsebytopic04.html Graph data using:• Excel• Chartdog on www.interventioncentral.org• www.easycbm.com

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References• Harn, B., NASP Presentation 2007• NASDE Presentation/Online 2008• Powers, K., Hagans, K., & Olaya,C.,

NASP Presentation 2007• Shinn, M., March, R., & Phillips, M., NASP

Presentation 2008• SSTAGE Conference Presentations, Sept.

2007, January 2008, and March 2008• Torgesen et al. 2001 cited in Skinner et al.

2005

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Presenters:

Paula Freer, Program Specialist, Metro West GLRSPatrick Kennedy, Director of Except. Student

Services & Pupil Services, Decatur City Schools Iva King, Consultant, West Central GLRS - West

Georgia RESALynn LeLoup Pennington, Education Consultant,

President of SSTAGEJennifer Schau, Intervention Specialist, Forsyth

County SchoolsFrank Smith, GaDOE, Psychological Services &

SST