atManatee

Elementary

Agenda 1) RtI Overview 2) How to Begin 3) CST Gets a Makeover4) Q & A

Overview

4

Florida SLD Criteria for Eligibilityafter July 10, 2010

Underachievement in:

Oral expressionListening comprehension

Written expressionBasic reading skills

Reading fluency skillsReading comprehension

Mathematics CalculationMathematics problem-solving

RTI:Resource intensive

or insufficient response to

scientific, research-based intervention

Conditions 1 and 2 not primarily the result of:

Visual, hearing or motor disabilityIntellectual disability

Emotional/Behavioral disabilityCultural factors

Irregular attendanceEnvironmental or economic disadvantage

Classroom behaviorLimited English proficiency

Condition 1 Condition 2 Condition 3

+ +

Big Ideas of RtI► More than just about

elgibility► Being proactive► Early intervention for those

who need it► High quality instruction using

best practices in Tier 1► Data-based decision making► Identifying the level of

services needed by which students

► Problem Solving Method

What are the components of RTI?

Speaking the LINGO!1. Tiers of Intervention: Students who do not respond to high-quality

classroom instruction (Tier 1) and intervention (Tier 2) receive more intensive, individualized research-based interventions (Tier 3). Tiers are the level of intensity of the intervention.

2. Progress Monitoring: Data-based documentation of repeated assessments reflecting student progress.

3. Data Based Decision Making: Students who don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

What is the Problem?

Why is itoccurring?

Is it working?

What are we going to do about it?

Tiers of Service Delivery

I

II

III

Problem Identification

Problem Analysis

Intervention Design

Responseto

Intervention

Translationiii=

Tier 2 level of services

Special Education

General Education

Sea of Ineligibility

Without Problem Solving

Bridging the Gap

Beginning Implementation

◦ Core instruction – differentiated, high quality

◦ Establish teams – Teacher Data Teams that can make collaborative decisions Meeting times Facilitator Problem Solving method

◦ Identify at risk students (FIND ‘EM) FAIR, observation, FCAT, formative assessments

◦ Skill deficits, interventions, progress monitoring

Getting Started

Let’s Get This Baby Off the Ground!

◦ Core instruction – differentiated, high quality

◦ Teacher Data Teams

◦ Identify at risk students (FIND ‘EM) FAIR, observation, FCAT, formative assessments

◦ Intervention blocks set up

Our Baby

Problem Solving Teams

School Leadership TeamTeacher Data Team

Individual Problem Solving Team (IPST)

TEACHER DATA TEAMS

None of us is as smart as all of us!!!

Ken Blanchard

The Work of the Teacher Data Team

►Discussing ACADEMIC & BEHAVIOR NEEDS of students.

►Problem Solving & Developing intervention plans

►Looking at Data-Are students being successful?

►Solving the problems that we identify at Tiers 1, 2, and 3?

Getting Started with Data Meetings When: Planning Time – Two times a month Who Attends (can be determined by purpose):

◦ Must: Grade Level TeachersGuidance CounselorAdministration

◦ Could: ESE Teacher, Speech Teacher, Reading Coach,

◦ Other experts as needed (e.g. school psych, behavior analyst)

19

TEACHER DATA TEAMSPlanning Time – Every Other Tuesday

August 17 •Analyze historical and diagnostic data to determine areas of focus to be strengthened in core instruction

•Begin forming intervention & enrichment groups.

August 31 •Finish forming intervention & enrichment groups.

•Plan resources to be used for core and supplemental instruction

**See meeting handout.

Data Meetings Tier One Focus

Assess strengths of Tier One core instruction by reviewing benchmark data.

How can we improve differentiated instruction in the 90 min reading block.

Tier Two Focus (Find ‘em, watch ‘em): Grouping kids in need of similar

interventions/enrichment based on data. Determine focus of interventions, set goals,

determine how to progress monitor. Decide specifics of intervention: who, where, how long, etc.

Decide on how interventions will be documented. INDIVIDUAL STUDENTS who are not responding.

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Problem Solving/RtI“The Scientific Method”

Identifythe Problem

DesignIntervention

MonitorProgress

Analyzethe Problem

ImplementIntervention

EvaluateInterventionEffectiveness

Timeline

LJ

‘Circle of Accountability’

• Identify students who need additional support

• Use research-based interventions to assist

students • Monitor these students

progress on ongoing basis

InterventionsLet’s Discuss

◦ Tier One: Differentiation

◦ Tier Two: Double Dose of Differentiation

◦ Tier Three: ◦ More time

More intensity More Concrete ReAddress Problem

Intervention...Another Look

◦ Who: grade level teachers, instructional asst., ESE (5th and 6th), speech, all hands on deck.

◦ When: 8:15 – 8:45 am (grades 1-6)

◦ How: Group students by skill deficit, enrichment

area, reading or math. Smallest group should be neediest kids Work as a grade level to determine resources,

instruction, who’s teaching what.

Intervention Logistics

3rd Grade – Walk to Intervention (Turner Elementary)CVC

Skill 2(Jungovich 506)

CVCSkill 2

(Mazziotti 801)

Blends Skill 3(Ross 507)

Comp/FluencyVoyager

(Shelton/Pagan)

ComprehensionAnthologies(Walsh 504)

ComprehensionAnthologies

( 505)ShermanTiffany Gabriel JaneBobRossDeeDee TrevorWalshJakeKayla Ray (9)

SRAJungovichCaleb Sara Travis Dwight Ashley (5)

JungovichBradlee Lillie Terri WalshChristopher Ross(6)JoeTom

Pagan Group (3rd Grade Pod)JungovichSara JoeLogan Lucia Daniel WalshCharlesA.J. Jospeh Colton (9)(Room 501)Trenton Dante JDave Moe Nick Andrews Tommi RossDavid Megan Shane Najet Jamie James Diamond Cassandra (15)

JungovichZachary Kari KateNickPamDanJonDerrick BryEdWyatt Joey SamBobbyWalshJimDanaBillElaina Javier (19)

WalshGeorgeSophia HarveyKenChristina Silvia SteverEli Brianna Abel RossEthan Destiny Aiden ChrisTristiMelina KiKevin Jescee Dylan Alexis Ericka (22)

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2

Instructional Delivery: SRA

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 3

Instructional Delivery:Voyager Passport F

Instructional Delivery:Comprehension through Anthologies

Instructional Delivery:Comprehension through Anthologies

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

ProgressMonitoring Tool: Voyager Passport RCT

Progress Monitoring Tool:CARS

Progress Monitoring Tool: CARS

Riviera Elementary – Grade 2 Intervention Groups

◦ Cycle: a three week period of continuous supplemental instruction

◦ Progress Monitoring Week: occurs after a 3 week cycle. Progress monitoring data is gathered. At risk students are re-assessed. Teachers meet to reorganize groups and instructors.

◦ Cycle 1: September 7 – 24◦ Progress Monitoring Week: Sept. 27 – Oct. 1◦ Cycle 2: October 4 – 22◦ Progress Monitoring Week: Oct. 25 -29

◦ Compromise, Integrity, Flexibilty, ?????

Intervention Cycles

Skill Deficit◦ Student lacks skills to successfully complete task

Performance Deficit◦ Factors interfering with student’s capability of

performing the skill

Types of Interventions

Reading:•Text Processing• Phonological Awareness• Phonics• High Frequency Words• Fluency

•Comprehension• Listening• Strategies• Fiction vs. Nonfiction• Types of questions• Vocabulary

Tools used to collect READING data:

•PASI (Phonological Awareness Screener)•PSI (Phonics Screener)•Running Records•Inventories•Checklist•ORF (oral reading fluency)•FAIR•Curriculum based assessments

Math• Number sense• Basic Facts• Problem Solving

Tools used to collect MATH data:

•Inventories•Fluency checks•Curriculum based assessments•Item analysis•Formative assessments

Identifying Skill Deficits

Where do I get these INTERVENTIO

NS?

Demonstrate www.fcrr.org link

BUILDING A BANK OF

INTERVENTION RESOURCES

InventoryYour

ResourcesAnd Try to

Develop More!

Problem Solving Teams

School Leadership TeamTeacher Data Team

Individual Problem Solving Team (IPST)

CST gets a MakeoverCST IPS

TIndividual

Problem Solving Team

CST – CHILD STUDY TEAM

•Testing•Discrepancy•Q or DNQ•Place in Program

IPST – Individual Problem Solving Team

•Monitoring Interventions•Discrepancy•Peer comparisons•Data driven•Problem solving

**How do I refer a student?

**How do I handle parent requests for

testing?

The “New Way”: RtI and Individual Referral-

Driven Problem Identification Students referred when there is a poor

response to Tier 2 services After at least two different interventions

documented Looking for academic gap Slower learning rate over time Team decides… additional academic or

behavioral intervention, placement, etc.

Individual Problem Solving Team (IPST) Quick Reference

Members FunctionAdministrator (s)

Guidance Counselor (recommended facilitator) School Psychologist

Classroom Teacher(s)Parents

ESE contact/teacherInterventionalist/Title 1 Teacher

Additional Members as needed:Speech/Language Pathologist

Staffing SpecialistInstructional Staff (coaches)

Gifted TeacherBehavioral Analyst

Occupational TherapistPhysical Therapist

Social WorkerActivity or Specials teachers

•Problem solve on an individual student level after multiple interventions have been conducted.

•Examine intervention and progress monitoring data to make decisions.

•Look for Academic Gap, Peer comparison, Learning Rate over Time

•Data based decisions

What does this graph tell you about the problem?

Student

Peers

Student

Peers

Support and Evaluation in Context

Identifythe Problem

MonitorProgress

Analyzethe Problem

ImplementInterventio

n

EvaluateInterventionEffectivenes

s

Timeline

LJ

Select/Design

Intervention

Courtesy of Florida’s PS/RtI Project

Response to Intervention

is Not a Dirty Word!

Informational Brochure Intervention NoticesProgress Monitoring Updates Include Parents at All Levels of the RtI Pyramid

Ideas for Keeping Parents Informed

52

Putting The RTI Model into Practice: -Learning the RTI Problem Solving Process

-Studying our data-Identifying trends and problem areas in data meetings

-Grouping students/planning interventions

Break

THANK YOU