Intro Course 101: Pyramid of Interventions, RTI & SST SSTAGE Conference January 24, 2008 Lynn LeLoup...
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Transcript of Intro Course 101: Pyramid of Interventions, RTI & SST SSTAGE Conference January 24, 2008 Lynn LeLoup...
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Intro Course 101: Pyramid of Interventions, RTI & SSTSSTAGE Conference January 24, 2008 Lynn LeLoup Pennington Education Consultant, President of SSTAGEand Frank Smith GaDOE, Psychological Services & SST
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The Pyramid of Interventions
What do you know about it?
What does it mean to you?
Is RTI (Response to Intervention) and the Pyramid of Interventions (POI) the same thing?
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Essential Questions:
Are our students learning?
How do we know that they are learning?
What are we prepared to do when they do not learn?
DuFour, R., DuFour, R., Eaker, R., Karhanek, G. (2004), Whatever it takes: How professional learning communities respond when kids dont learn. Bloomington, IN, National Educational Service
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When the Georgia Department of Education (GaDOE) gave birth to the Student Achievement Pyramid of Interventions, it established a new and enlightened context to understand and improve education for ALL STUDENTS.
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Georgias Student Achievement Pyramid of Interventions
organized common sense...
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Georgias Student Achievement Pyramid of InterventionsWhat It IsIntegrated system of service deliveryPrevention model Designed to find and provide students at-risk with effective instruction, learning and interventionsAligns with NCLB, IDEA and Georgia School Keys
What It Is NotSpecial education eligibility systemWait-to-fail modelDesigned to prevent students from receiving special education servicesAddresses only the mandates of IDEA
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Key ConceptsProvide high-quality, research-based instruction to all studentsMonitor student progress in response to that instructionIntervene immediately when students do not make adequate progress Determine what students need Provide change in instruction and interventionsContinue monitoring students response to the instruction (interventions) Increase intensity of interventions and frequency of monitoring as needed
Do you see a pattern emerging?
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SEE
CHECK PLAN DOutilizes a problem-solving framework and data-driven decision making process
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Data-driven problem solving is the engine within the pyramid which provides educators with a systematic process to make informed decisions at each tier.
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Data Decision rules Data Decision rules Data Decision rulesDataDATA is what fuels the engine.
Data will determine what instructional supports are needed to solve the student achievement problems
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Data-based problem solving represents the core conceptual basis of addressing students academic and behavioral problems whether we are focusing on the entire schoola single grade levelone classrooma small groupone student
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STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONSGeorgia Department of EducationOffices of Curriculum and Instruction and Teacher/Student Support
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Tier 1 Standards Based Classroom LearningAll Students
Instruction and learning essentialsstandards-based curriculumresearched-based practices and strategiesdifferentiated instructioneffective classroom management
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All StudentsAssessment practicesfrequentbalanced curriculum-basedmonitor progress over time (progress monitoring)universal screening benchmark assessments formative assessments summative assessments
Tier 1 Standards Based Classroom Learning
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Example A Second Grade ClassroomAnywhere, GeorgiaAll Second Grade Students
were assessed in reading fluency early in the fall (universal screening)
Students were individually administered three, one minute reading probes to obtain a reading fluency score, measured by correct words per minute. (Curriculum Based Measurement or CBM)
Reading fluency rate for second graders by the end of the year is 90cwpm (GPS).In the winter there was no way to travel through all that ice and snow. Not on planes or trains or boats or cars. The only way to travel in Alaska was by dog sled. Balto was a sled dog. He worked for a gold-mining company not far from Nome. He helped carry food and tools to the miners. It was a good life for a sled dog. Baltos driver was named Gunnar. Gunnar made Balto his lead dog. The lead dog runs in front of the team. He follows the trail. All the other dogs do whatever the lead dog does
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Mr. Prices Classroom
After the fall screening, eight students were identified in Mr. Prices classroom as performing in the lowest 20%ile for second grade.
Mr. Price provided differentiated and small group instruction to the eight students. He used The Six-Minute Solution: A Reading Fluency Program* as part of the instructional/learning program.
*Sopris West
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The eight students were assessed each week to measure their progress.At the end of nine weeks, the students progress was reviewed. (9 data points)The progress made by four of the students indicated that they would reach the end of the year goal (i.e., close the achievement gap) with continued in-class support.Four students were not on track to reach the state standard in reading fluency by years end. They need additional intervention. Begin a Tier 2 reading intervention for the targeted students.
CBM - Reading Fluency
The reading probes are different each week, but they are the same level of difficulty.As the student reads, the teacher marks the errorsThe student reads for one minute.Number of words read correctly is countedScores are graphed
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Is this student making progress?
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35%
50%
55%
60%
Benchmark
75%
= Peer Group= Target Student
= Aim Line= Trend Line
Again, using see plan do check, look at this individual case.
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Aimline= 1.50 words/weekTrendline = 0.55 words/weekIs this student making progress?
LISA
50
Oct
Nov
Dec
Jan
Feb
Benchmark
School Weeks
Words Correct Per Min
LISA
Rita
20
Oct
Nov
Dec
Jan
Feb
Benchmark
School Weeks
Words Correct Per Min
Rita
Rita T2
20
24
28
35
34
Dec
Jan
Feb
Tier 2: Strategic -PALS
Trendline = 1.85 words/week
School Weeks
Words Correct Per Min
Rita- Tier 2
Steven T2
20
18
22
21
24
Dec
Jan
Feb
Tier 1:
School Weeks
Words Correct Per Min
I
Data
Sept5020202020
2418
Oct2822
3521
Nov3424
28
31
36
Dec35
42
44
40
Jan45
Feb
Sheet2
Sheet3
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Questions for Tier 1Is Tier I instruction and learning effective?Are 80% of the students meeting grade level expectations or district benchmarks?If not, is it a student problem or a core curriculum/instructional issue?How is each student doing compared to other students? How is each student doing compared to the norm?
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Tier 2 Needs Based LearningTargeted Small Groups & Selected Individuals
Instruction and learning essentialsTier 1 plus more focused, intensive, and accelerated instruction (and different)pre-planned interventionsresearch-based, evidence-based
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Tier 2 Needs Based LearningTargeted Small Groups & Selected Individuals
Assessment practices for progress monitoringAcademicMastery Measurement (?)Curriculum-Based Assessment (CBA)Curriculum Based Measurement (CBM)Behavior/SocialObservation-based Assessments and procedures
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Progress monitoring typically targets basic skills and competencies (a few examples)ReadingPhonemic awarenessWord Identification (correct words per minute)Fluency (correct words per minute)Vocabulary (matching words to pictures, definitions)Comprehension (maze)MathComputation Fluency (correct digits)WritingFluency (correct word sequences)Screenings and probes are usually timed.
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A service of www.interventioncentral.org
What will you find there?
Directions to administer CBMsCBM norms (national benchmarks)Links to CBM probes (all ready made)Create your own probes (make your own)Graphing programs to display the data
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Curriculum-Based Assessment (CBA)ExampleTier 1 in August, Ms. Casey, Kindergarten teacher, screens all students on numeral identification (1-10). 75% of her students cannot identify any numerals. She uses large and flexible groups for instructional activities and practice in the classroom.Tier 2 in late September, a second screening identifies 6 students who still do not identify any numerals correctly. She targets the students for more intensive instruction and begins to monitor their progress on a weekly basis.
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An example of a Tier 2 intervention using the Online Assessment System (OAS)Shared by Michelle White, Parent Mentor, Trion City School SystemTen week intervention - extra math class (5th gr) 27 Students identified as at-risk for failing26 Students completed the assigned tests weekly (progress monitoring)Teacher used evidence-based strategies26 Students passed the CRCT with an average increase of 35%
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Chart1
304302
304350
302337
294326
309330
304351
302345
298328
308330
304351
304340
304335
300330
311350
304342
286315
313345
304350
290337
304350
315350
329335
323342
311351
300317
304330
304342
&C&"Arial,Bold Italic"&20 5th Grade Math CRCT Test Scores
04-05 Scores
05-06 Scores
Chart2
304302-2
30435046
30233735
29432632
30933021
30435147
30234543
29832830
30833022
30435147
30434036
30433531
30033030
31135039
30434238
28631529
31334532
30435046
29033747
30435046
31535035
3293356
32334219
31135140
30031717
30433026
30434238
04-05 Scores
05-06 Scores
Increase/Decrease
Students
CRCT Math Score
CRCT Math Scores for Targeted Fifth Graders
Sheet1
04-05 Scores05-06 ScoresIncrease/Decrease
Student 1304302-2
Student 230435046
Student 330233735
Student 429432632
Student 530933021
Student 630435147
Student 730234543
Student 829832830
Student 930833022
Student 1030435147
Student 1130434036
Student 1230433531
Student 1330033030
Student 1431135039
Student 1530434238
Student 1628631529
Student 1731334532
Student 1830435046
Student 1929033747
Student 2030435046
Student 2131535035
Student 223293356
Student 2332334219
Student 2431135140
Student 2530031717
Student 2630433026
Student 2730434238
&C5th Grade Math CRCT Test Scores
Sheet2
Sheet3
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Mr. Prices StudentsTier 2 The four students from Mr. Prices classroom began an additional supplemental reading program 30 minutes a day, 5x each week. (standard protocol intervention)The preplanned intervention is a computer-based reading program which takes place in the media center.The program is supervised by the reading coach and supported by paraprofessionals.Progress monitoring continues with a CBM reading probe administered each week and graphed.At the end of nine weeks, the students progress is reviewed.Three students show good progress, one does not.
What would you do next for this student?
What information do you need to make a decision?
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Aimline= 1.50 words/weekTrendline = 0.95 words/week
Chart6
20
18
22
21
24
22
25
30
Dec26
28
30
28
Jan31
Feb
Tier 1
Tier 2
School Weeks
Words Correct Per Min
LISA
50
Oct
Nov
Dec
Jan
Feb
Benchmark
School Weeks
Words Correct Per Min
LISA
Rita
20
Oct
Nov
Dec
Jan
Feb
Benchmark
School Weeks
Words Correct Per Min
Rita
Rita T2
20
24
28
35
34
Dec
Jan
Feb
Tier 2: Strategic -PALS
Trendline = 1.85 words/week
School Weeks
Words Correct Per Min
Rita- Tier 2
Steven T2
20
18
22
21
24
Dec
Jan
Feb
Tier 2: Strategic -PALS
School Weeks
Words Correct Per Min
Steven
Data
Sept5020202020
2418
Oct2822
3521
Nov3424
2822
3125
3630
Dec3526
4228
4430
4028
Jan4531
Feb
Steven T3
Steven T3
20
18
22
21
24
28
31
36
Dec35
42
44
40
Jan45
Feb
Tier 2: Strategic -PALS
Tier 3: Intensive - 1:1 instruction, 5x/week, Problem-solving Model to Target Key Decoding Strategies, Comprehension Strategies
School Weeks
Words Correct Per Min
Steven
Bart T3 SpEd
Bart T3 SpEd
20
18
22
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24
22
25
30
Dec26
28
30
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Jan31
Feb
Tier 2: Strategic -PALS
Tier 3: Intensive - 1:1 instruction, 5x/week, Problem-solving Model to Target Key Decoding Strategies, Comprehension Strategies
School Weeks
Words Correct Per Min
Bart
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Tier 2: What is a Good Response to Intervention?Good ResponseGap is closingCan extrapolate point at which target student will come in range of peers--even if this is long rangeQuestionable ResponseRate at which gap is widening slows considerably, but gap is still wideningGap stops widening but closure does not occurPoor ResponseGap continues to widen with no change in rate.
(George Batsche)
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How does progress monitoring work?The students current levels of performance are determined.Goals are identified for learning that will take place over time. The students academic performance is measured on a regular basis. Progress toward meeting the students goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed.
www.studentprogress.org
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Progress Monitoring at Tier 2 & 3What is it?Assessing students performance on a regular (ongoing) basis and analyzing the data to determine whether children are profiting appropriately from the instructional program.A scientifically based practice that is used to assess students academic performance and evaluate the effectiveness of instruction.This is Response to Intervention.
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Assessment practices and tools for progress monitoring should be:
Relatively simple to administer and interpret resultsSensitive to student improvementEasy to communicate with parents or other professionals about students progressFrequent and specific feedback to students about their growth towards identified benchmarksUsed to drive instructional decision-making
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BehaviorCurrent Level of Performance:Complies 28% of time
Benchmark (set by teacher)75%
Peer Performance 79%
GAP Analysis: 79/28 = 2.8 difference SIGNIFICANT GAP
Is behavior program effective for the student? No, theres a significant gap between the targeted student and his peers.
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TIER 2: SUPPLEMENTAL INTERVENTION ExampleFocusInterventionSettingGroupingTimeAssessmentFor ninth 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. Quincys classroomHomogeneous small group instruction (1:5)30 minutes five times a week during study skills block for nine weeksProgress monitoring of CWPM/ORF (weekly) and a Maze (every two weeks) using Aimsweb and school-made assessments________________ (evidence based reading program)ProviderFidelityDirect observation by reading coach using checklist every two weeks.
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Student Documentation SamplesStrengths:Educational concerns:Target Problem:Valdosta City
Current Functioning of StudentRecommendation Follow-up Date:Student:
Overall Class:
Expected Benchmark:Goal Level:
Expected Benchmark:
# of Weeks for Intervention:Results:
*Attach Progress Monitoring DataComponents of InterventionCurrent Intervention(s)Tier
2WhatWhoFrequency(Time/Length)Start DateTier 1List & Describe:
*Tier 1 Interventions should be continuedParents contacted on (date) Phone Note/Email ConferenceComments:PM Frequency: By Whom:Validity Statement:I certify that the intervention was conducted as described.______________________________________________ ______________Signature of Administrator or Designee Date
Decision: Problem Resolved Continue Intervention Modify/Change Intervention Other:
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Tier 3 Student Support Team Driven LearningA reminder about where it all began1984 to conclude Marshall vs. Georgia, ~with disproportion the central issue~ the State of GA committed to federal court that a Student Support Team (SST) would be established in every Georgia public school-- about 35 states were already doing this.
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Student Support TeamThe stage has been set for a new production of SST.
What characteristics and featuresof the old SST will no longer be part of the performance?
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The lights are going out and the curtain is closing on the view that
SST is an isolated process and set of proceduresteacher judgment or frustration should be the primary criteria for entry to the SSTschool policies or procedures should automatically place students in SST who fail a course or dont pass a state-level assessmentvague descriptions of student problems and unmeasured student performance will suffice
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Tier 3 Student Support Team Driven LearningSelected Individuals
Instruction and learning essentialsTier 1 , Tier 2, plus Strategies and interventions tailored to the specific needs of the studentAssessment practices (and progress monitoring)Tier 1, Tier 2 plusMore in-depth assessment and analysis of the concern
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If data-based problem solving is found at every tier, whats different about it at SST?
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At SST the problem solving process Focuses on one studentIncreases parent/family involvementInvolves a cross-disciplinary approachInvestigates the concern (i.e., the discrepancy in performance or behavior) in greater depth and with greater precision
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and answers the questions:
What does/doesnt the student know? What can the student do?What is the student not doing that he should be doing? How does the student think and learn? What strategies does/doesnt the student use?Why is this happening? Is there a reason (or function) to explain why this concern exists? Why has the Tier 2, scientific, research-based intervention not been successful for this student?
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SST Problem Solving in a nutshellIdentify problem (descriptive & measurable) Gather information and analyze dataEstablish instructional/behavioral objectivesDevelop an educational plan (which specifies teaching/learning strategies and ongoing assessment measures)Implement planEvaluate plan periodically, adjust as needed
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Step 1 Identify the Problem Step 2 Gather Information and Analyze Data
Step 6 Evaluate the Plan Step 3 Establish Objective/Goal Step 4 Develop an Educational & Monitoring Plan Step 5 - Implement PlanThe Problem Solving ProcessData-Driven Decision Making
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Greater Expectations and Challenges for SST:Improving SST functioning, problem solving, stability, data usage, parent engagementEstablishing Best Practices, incl. behavior issuesFitting smoothly into the Pyramid of InterventionsAcclimating to new IDEA requirementsUsing evidence-based interventions with fidelityBetter results with English Language Learners
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SST Coordinator StandardsCategory 1: Problem SolvingSTANDARD 1: The LearnerSTANDARD 2: Problem Solving ProcessSTANDARD 3: Assessment and Data AnalysisSTANDARD 4: InstructionCategory 2: Team Process and ManagementSTANDARD 5: Facilitation and CommunicationSTANDARD 6: Legal and Regulatory RequirementsSTANDARD 7: TechnologyCategory 3: Leadership, School Improvement and ChangeSTANDARD 8: Collaborative Consultation STANDARD 9: Professional Learning and Staff DevelopmentSTANDARD 10: Use of SST Data for Classroom, School and System Improvement
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Why is RTI now being adopted in Georgia? Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEA) in 2004.Based on the changes in IDEA 2004, Georgia has updated its regulations to match federal requirements and we are using a response to intervention model for Specific Learning Disability AND...As a best practice, RTI is being applied to other categories as well.
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Two components of progress monitoring for RTI
Performance level difference a discrepancy between the learner and the benchmark expectations or when compared with typical peers.
Rate of learning a significant difference in the rate of learning toward benchmarks compared to peers or predictable rate slopes.
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Tier 4 Specially Designed Instruction/Learning
Targeted students participate in:Specialized programs Adapted content, methodology, or instructional deliveryGPS access/extension
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Where do we begin?Take stock of what you already have in place. In other words, whats your baseline or entry level in terms ofPerceptions, attitudes and understanding?Learning and instructional practices at Tier 1?Assessment and progress monitoring tools?Supplemental interventions (Tier 2) and which students are targeted? Problem solving teams?Roles and responsibilities?Resources?
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Building the PyramidIdentify the teams and team members that will direct and guide the data-based problem solving and decision-making process at each tier.Tier 1 ?Tier 2 ?Tier 3 Student Support TeamsTier 4 IEP Teams/Gifted Teams
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Building the Pyramid
Standardize use of data and decision rules to determine instructional programming for Tiers 1 and 2
What score/percentage will be used to determine need for supplemental interventions (cut-off points)?What criteria will be considered proficient? 80% or higher?How many data points will be required before changing the instruction or intervention?What scores (rate, slope, percent of mastery) will determine sufficient level of responsiveness?
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Building the PyramidStudent and Family Involvement and SupportDoes support for parents change when students need and receive more intensive intervention?See School Keys from GaDOE (page 44)CommunicationParenting SkillsAssisting in Student LearningParents Welcome in the SchoolParents as Full PartnersCommunity Resources
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Avoiding Pitfalls to Full Scale ImplementationBuild awareness, consensus, and understanding of the Pyramid of Interventions and the need for problem solving and RTI. How they relate to other mandates. How they relate to shared values in the school.Build infrastructure before innovation is added.On-going professional learning for all staffTime for professionals to collaborate, problem solveRe-examine roles and resources
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The Pyramid of Interventions and RTI are
a work in progress!
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The Student Support Team Association for Georgia Educators provides leadership through collaboration, learning and advocacy to enhance student competence.
www.sstage.org
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References:Allison, R., & Ikeda, M., From Theory to Practice: Critical Considerations for Response to Intervention, Iowa Department of Education, (2006)Batsche, G., Elliot, J., Graden, J.L., Grimes, J., Kovaleski, J.F., Prasse, D., Reschly, D.J., Schrag, J., & Tilly III, W.D., (2005), Response to intervention: Policy considerations and implementation, Alexandria, VA, National Association of State Directors of Special Education, Inc.Batsche, George M., Problem-Solving and Response to Intervention: Implications for Policy and Practice, G-Case, Savannah, GA, 2006 Bergan, J.R. (1977) Behavioral consultation. Columbus, OH, Charles E. MerrillBrown-Chidsey, Rachel & Steege, Mark W. (2005) Response to intervention: principals and strategies for effective instruction. New York, NY: The Guilford Press.Bootel, J., Holland-Coviello. R., Wen-Yu Lee. S., Progress Monitoring in a Response to Intervention World: Helping Classrooms to Implement Best Practices, National Center on Student Progress Monitoring, CEC 2007 Annual Convention, April 21, 2007Deno, S. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.Deojay, T.R., & Pennington, L.L. (2004) Content: Connecting data, professional development, and student achievement. In Powerful designs for professional learning. Easton, L. (ed.), Oxford, OH, National Staff Development CouncilDonaldson, Whitney (2005, November) When Assessment Isnt Enough: Understanding Student Progress Monitoring; National Center on Student Progress Monitoring.
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References:DuFour, R., DuFour, R., Eaker, R., Karhanek, G. (2004), Whatever it takes: How professional learning communities respond when kids dont learn. Bloomington, IN, National Educational ServiceEdCheckup sample of maze www.edcheckup.comFuchs, L.S., LD Identification: Using CBM to Identify Students Who Are Not Responsive to Instruction, [www.studentprogress.org].Fuchs, L.S., & Fuchs, D., Applying Progress Monitoring to RTI Prevention and Identification,, Vanderbilt University, [www.studentprogress.org]Fuchs, Lynn S. & Oxaal, Ingrid , PROGRESS MONITORING: What, Why, How, When, Where, Office of Special Education Programs, U.S. Department of Education, [www.studentprogress.org].Rathvon, Natalie, (1999) Effective Interventions: Strategies for Enhancing Academic Achievement and Social Competence, The Guilford School Practitioner Series, Safer, Nancy; Donaldson, Whitney & Oxaal, Ingrid (2005, March) Using Progress Monitoring to Develop Strong IEPs, OSEP Leadership Conference, (PPT presentation).Tilly, D. (2003, December). Heartland Area Education Agencys evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO. Whitney Donaldson, W., Kim K., Short, S., Choosing a Progress Monitoring Tool That Works for You, Student Progress Monitoring (PPT presentation).
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Websites: Just a startProgress monitoring, interventions & links www.interventioncentral.orgProgress monitoring www.studentprogress.orgInterventions www.whatworks.ed.gov (What Works Clearinghouse)Universal Design for Learning www.cast.org Georgias DOE Implementation Manual General Education Interventions chapter http://www.doe.k12.ga.us/ci_exceptional.aspx?PageReq=CIEXCImpMan
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To contact us:Lynn L. PenningtonOffice: [email protected]
Frank SmithOffice: [email protected]
2008 All Rights Reserved
**************************************Regularly and systematically using multiple indicators to assess and monitor childrens progress
******************Age based comparisons ******Reach consensus.********