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Transcript of Response to Intervention…. More Than Six Data Points Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed...
![Page 1: Response to Intervention…. More Than Six Data Points Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist aogonosky@msn.com (832)656-0398.](https://reader036.fdocuments.in/reader036/viewer/2022062407/56649cc45503460f9498e04a/html5/thumbnails/1.jpg)
Response to Intervention….More Than Six Data Points
Andrea Ogonosky, Ph.D., LSSP, NCSPLicensed [email protected]
(832)656-0398
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Agenda• Technical Adequacy of Process• District Expectations • Multiple Sources of Data• Staff Knowledge• Leadership
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Technical AdequacyThe District Guidance Document
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RtI: Problem Solving
Assessment
80%
15%
5%
Interventions
Universal ScreeningProgress Monitoring
Progress MonitoringDiagnostics
Progress MonitoringDiagnostics
Grade LevelInstruction/ Support
Student Instructional LevelSupplemental Interventions90 min per week additional
Student Instructional LevelSupplemental Interventions120 min per week additional
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“I was so excited about RtI -I went about enthusiastically building a technically sound guidance document. As I began to work with staff on implementation [from the cultural perspective of shifting the way we think about problem solving] I realized suddenly that to me, RtI had become….
One swirling VORTEX OF TERROR!”---Dr. Quentin Woods, Pine Tree ISD
The Reality of Striving for the Goal of Change…
RtI
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Pair and Share
• Have you ever felt like this? Why?• What has been your greatest challenge?
On a scale of 1-5 where is your district as far as implementing a true problem solving process centered around Tier 1?
Do you continue to hear staff refer to RtI as a referral process or a documentation journey on the road to special education?
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From the Student Perspective The Goal is to create…
Academic Learning,
Mastery, and Achievement
Independent Learner
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RtI Foundations for Success1. Multiple Tiers of Instruction and Assessment2. Using Data: Balanced Assessments3. Technology4. Highly Qualified Staff
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The strongest processes that show sustained student growth are those that go beyond technical adequacy….
They are ones that promote a cultural responsiveness to the learning needs of all students (think Tier 1- 8-%)and are not dependent on a rote “decision rule” of six points
on a graph.
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Let’s start at the beginning….
RtI Is not simply implementing a different type of problem
solving. It also involves giving up certain beliefs in favor of
others. Systems will need to change….
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Response to Intervention
Is an organizational system with increasing layers of intensity.
Not a categorical system for labeling students.
Is designed for smooth movement
Not a service or place.
Increased intensity of instruction -matches student need -determined by data.
Not a referral system for special education eligibility.
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LeadershipThe road to student success begins here….
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Critical Leadership
in RtI
Strong Leader
Focused on Ongoing RtI
Vision
Well versed in District RtI Philosophy
Uses ongoing evaluation of
needs to drive resource
allocation and professional
development
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Ensure fidelity by having meaningful conversations with staff about data.
Create a culture of common values and work together to achieve common goals.
Provide clear staff expectations
Creatively allocate limited resources to ensure personnel have access to necessary supports.
Strong Administrators
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Essential Tasks for Leadership Team
Study and plan ongoing RtI development.
Embed data based decisions across all systems
Use hybrid model of problem solving.
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Campus Culture
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Question
“If an educator keeps using the same strategies over and over and the student keeps failing,who
Who really is the slow learner?”
Michael Rettig
Professor, Emeritus James Madison University
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• Resiliency: Over 40% of teachers do not make it to their 5th year of teaching- many leave by year 3.
• Encouragement of Innovation: PD to support advances in technology. Teachers reinforced and encouraged for “thinking outside the box”.
• Quality of Student teacher relationships
Variables affecting Culture
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The use of technology makes ongoing data collection, data consumption, and data-based decision making a more plausible proposition, and it can keep these important aspects of RtI
from monopolizing teacher time
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“The highest predictor of academic achievement is the
proficiency of teachers in effective instructional
practice.”
Donna Walker Tileston Why Culture Counts
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The most important aspect of a strong RtI process is the richness of the conversations that occur because of the layers of multiple
occurring data sources.
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It is essential to implement bothProfessional Learning Communities (PLC) and Response to Intervention (RTI) because these complementary processes
are considered research-based best practicesto improve student learning.
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Connections• What exactly do we expect all
students to learn?• How will we know if they’ve
learned it?• How will we respond when
some students don’t learn it?• How will we respond when
some students have already learned?
• Core program• Standards• Alignment Documents
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Connections• What exactly do we expect all
students to learn?• How will we know if they’ve
learned it?• How will we respond when some
students don’t learn it?• How will we respond when some
students have already learned?
• Progress monitoring• Universal screener• Diagnostic assessments• Formative Assessments
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Connections
• What exactly do we expect all students to learn?
• How will we know if they’ve learned it?
• How will we respond when some students don’t learn it?
• How will we respond when some students have already learned?
• Differentiated Strategies• Interventions• Decision rules• Protocol
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Connections• What exactly do we expect
all students to learn?• How will we know if they’ve
learned it?• How will we respond when
some students don’t learn it?• How will we respond when
some students have already learned?
• District Expectations• Decision rules• Protocol
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• PLC Essential Characteristics
• Focus on learning and collaborative culture
• Focus on results (data driven)
• Action experimentation (is your system able to respond)
• Collective inquiry
RTI Fundamental Elements
• Collective responsibility and teaming
• Universal screening and progress monitoring
• Systematic interventions and decision protocols
• Research based core program and interventions
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Underscoring a Problem
“Most teachers just do not possess the skills to collect data, draw meaningful conclusions, focus instruction, and
appropriately follow up to assess results. That is not the set of skills we were hired to do.”
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Balancing Assessments
-- Assessment systems-- Multiple measures-- Varied types -- Varied purposes-- Varied data sets-- Balanced with needs
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Align Data Sources
Universal Screening
Progress Monitoring
Diagnostic Assessments
Outcome Assessments
Does the data tell a clear and concise story of the student’s learning?
If there is inconsistency team must investigate why
Review integrity of instruction
Align to student needs
Student variables
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You must have multiple sources of data to have
effective data-driven instruction.
With that said, assessing students while they are
learning yields real time data to steer teachers towards differentiated practices.
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Assessment and Instruction are inseparable.
“Assessment is today’s means of understanding how to modify tomorrow’s
instruction.” Carol Tomlinson
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Question
Do your teams spend more time talking about individual kids or do they spend time more time on the needs of ALL kids?
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Team Philosophy
• The 1st intervention is always effective classroom instruction and classroom management which yield high rates of academic engagement.
• The team always uses the model of problem solving-consultation- instruction/intervention approach.
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Characteristics of a Strong Data Team
Meeting Norms Process of Collecting Meaningful Data Culture of Collaboration Guaranteed and Viable Curriculum There is a process to measure where students are in
the curriculum. There is a RtI plan in the school district to help
students who are not achieving or who are excelling
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Problem Identification
• Review existing information• Determine student’s functional
level• Identify initial concerns • Analyze multiple data sources• Operationally define the problem
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Existing Data Review• Determine the Student’s
Current Classroom Status: Academic Progress and Work Samples
• Teacher Describes and quantifies concerns
• Review of Records• Parent Contact(s)• Medical Information• Classroom Observations (ICEL)
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Determine Student Functional Levels
• Identify assets and weaknesses• Identify Critical Life Events, Milestones,
Circumstances (Positive and Negative) • Identify medical and/or physiological
sources of concern• Identify academic variables such as
“speed of acquisition” or retention of information
• Identify issues of attendance, transitions, motivation, access to instruction
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Identify Initial Concerns
• RtI team is available for any academic, behavioral, teacher or student concern.
• Teacher reports concerns in a data oriented manner.
• Team aligns concerns with data sources
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Supplemental Supports• Do your students show movement in the Tiers?
• How long is too long?
• Do you have students who are referred and then DNQ? What happens next?
Do you have teams that are reluctant to move kids out of Tiers because they are successful?
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Monitor Fidelity Intervention Well Checks Observe in Tiers 1 and 2/3 Consult with Teacher Review data weekly in PLC/
Planning meetings Check data collection Talk to parent
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Tips for Moving Forward
1. Be aware of appeals to mindless precedent.2. Make sure the system of intervention is fluid.3. Systems of intervention work better when they are
supporting teams rather than individual teachers.4. Realize that no support system will compensate for
bad teaching.5. Ensure a common understanding of “system of
interventions.”