Responsiveness to Instruction ( RtI )

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Responsiveness to Instruction(RtI)

Problem-Solving ModelTier I

North Carolina Department of Public Instruction

2011 1

Two National RtI Models

StandardProtocol

Problem-Solving

Hybrid

NCRtI

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Four Tiers of Support

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What is a Standard Protocol Model?

• Minimal Analysis of Deficit Skill

• Data

• Evidence-based, Multi-component Programs

• Monitoring

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What is a Problem-Solving Model?

• Systematic analysis

• Functional assessment

• Data

• Instructional plan

• Plan implementation

• Monitoring

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Problem-Solving Model (PSM)

Change in mind-set is necessary for all

• Student problems are defined

• Questions drive assessments• Engage in instruction that addresses learning

• Intervention is derived from analysis of baseline

data

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Why use a Problem-Solving Model? (PSM)

Ensure positive student outcomes, rather than determining failure or deviance.

(Deno, 1995)

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Implementation of NCRtI

• Tiers I-III call for implementation of PSM in the general education setting

• Tier IV represents referral for consideration of Special Ed– the highest level of service intensity– problem solving continues

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Tier IConsultation

Between Teachers-Parents

Student Needs

Reso

urc

es

The NC Problem- Solving Model

Identify Area(s)

of Need

Implement Plan

Evaluate

Develop a Plan

Tier II Consultation With OtherResources

Tier IIIConsultation

with the Problem Solving

Team

Tier IVConsideration

for EC referral

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Tier I

Tier II

Tier III

Tier IV

Student Needs

Ass

ess

men

t

Universal Screening

for ALL students 3x

per year

Progress Monitoring

1-2x per month

Diagnostic Assessment

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Four Tiers of Support

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Tier I - PSM• We’ve analyzed the Core, and made

changes. What’s next?

• Parent and teacher work together • What is the problem?• Why is it happening?• Where is the student and where should he be?• What are we going to do?• How will we know if the intervention is working?• Based on data collected during the intervention, did the

intervention work?

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7 16

5 43

2Step 1

Define the Problem

Develop a behavioral (observable) definition

of problem

Data

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Step 1: Define the Problem• Essential step

• Develop a behavioral/academic definition

• Concrete, Observable and Measurable

• Stranger test?

• Most difficult step!

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Define the ProblemJohnny--Grade 1

Teacher notes from error analysis and observations:

- often misread vowel sounds

- still sounds out sound by sound first, rather than blending

- reading is “choppy”

Teacher notes from cumulative folder:

- passed vision & hearing screenings

- no excessive absences/tardies60

KINDERGARTEN - spring FIRST - fall FIRST - winter

LNF 39 (40) 45 (37) (44)

PSF 35 (35) 37 (35) (39) 38 (35) (39)

NWF 20 (25) 24 (24) (30) 30 (50) (54)

ORF 15 (20) (35)

DRA Level 3 (3-4) Level 2 (3-4) (5) Level 6 (8-10) (10)

Black = Johnny’s score

Red = Grade level target

Blue = Class Average17

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Johnny Doe 1111111 01/28/XX

J. Smith 04/10/XX None

K 1

1

172/180

x

97/2

PSF-38;NWF-29; ORF-15; DRA-6

09/06/XX

20/20 20/2009/06/XX

Pass

Mr. & Mrs. John Doe, 121 Happy Lane, Utopia NC 00000

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04/10/XXJohnny Doe 01/28/XX 1111111

Mrs. Doe can see growth in Johnny’s reading, but she is concerned his skills are weak compared to those of his older siblingswhen they were in first grade.

Johnny’s oral reading fluency (ORF=15) and his overall reading level (DRA=6) are below benchmark for midyear first grade.

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5 43

2Step 1

Define the Problem


of problem

Step 2Develop an

Assessment PlanGenerate a hypothesis

and assessment questions

related to the problem

Data

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Step 2: Develop an Assessment Plan

Generate a hypothesis• Why is the problem occurring ?• Formulate predictions of student’s behavior• Formulate assessment questions to confirm /

reject hypothesis

Domains that impact learningInstruction

Curriculum

Environment

Learner21

Step 2: Develop an Assessment Plan• We must ask questions to form a hypothesis

regarding “What is the problem? Why is it occurring?”

• We ask questions across four domains:

Instruction

Curriculum

Environment

Leaner

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InstructionPossible Questions• Has the instruction been consistent?

• Has the student received instruction in constituent skill areas?

• Does the student respond more effectively to a different pace?

• Has the student received descriptive feedback? 23

Instruction

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CurriculumPossible Questions• Are the deficits in the core?

• Does the curriculum include the needed skills?

• Has the student had enough time in the curriculum skill areas?

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Curriculum

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Environment

Possible Questions• Is the student “on-task” during instruction?

• How is his/her behavior in class and out of class?

• Home and school environment? (past and present)

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Environment

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Learner

Possible Questions• Any Medical issues?

• Background information in the cumulative record?

• Language issues?

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Leaner


Procedure (RIOT)Review

Interview

Observe

Test

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ReviewInterviewObserveTest

Instruction

Curriculum

Environment

LeanerReviewInterviewObserveTest



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Review

Examples• Review records

• Review grades

• Review teachers’ anecdotal records/instructional artifacts/work samples

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Interview

Examples• Teacher interview

• Parent interview

• Interview past teachers/previous school

• Student interview (older grades)

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Observe

Examples• Student observation

• Student/teacher interaction observation

• Instructional observation– Core – Intervention

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Test

Examples• CBM in area of concern

– Survey level – Grade level

• CBM in other areas• Common Assessments• Diagnostic – informal or formal

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7 16

5 43

2Step 1

Define the Problem


of problem

Step 2Develop an




Step 3Analysis of the

Assessment PlanDetermine if problem is

correctly defined

Data

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Step 3: Analysis of the Assessment Plan

Have we correctly defined the problem?

Do we need more data?

Based on our hypothesis, can we develop an intervention plan that is directly linked to the function of the problem?

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Develop an Assessment Plan (Why is the behavior occurring?)

Johnny--Grade 1

Teacher notes from error analysis and observations:

- often misread vowel sounds

- still sounds out sound by sound first, rather than blending

- reading is “choppy”

Teacher notes from cumulative folder:

- passed vision & hearing screenings

- no excessive absences/tardies

60

KINDERGARTEN - spring FIRST - fall FIRST - winter

LNF 39 (40) 45 (37) (44)

PSF 35 (35) 37 (35) (39) 38 (35) (39)

NWF 20 (25) 24 (24) (30) 30 (50) (54)

ORF 15 (20) (35)

DRA Level 3 (3-4) Level 2 (3-4) (5) Level 6 (8-10) (10)

Black = Johnny’s score

Red = Grade level target

Blue = Class Average35

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Writing a Hypothesis Statement

(student’s name) is (define problem) because/in order to (insert barrier/ maintaining variable)

Johnny is scoring below grade level on first grade oral reading fluency passages, because he is inconsistent with vowel sounds and is not blending sounds while reading.

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04/10/XXJohnny Doe 01/28/XX 1111111



Johnny’s oral reading fluency (ORF=15) and his overall reading level (DRA=6) is below benchmark for midyear first grade.

7 16

5 43

2Step 1

Define the Problem


of problem

Step 2Develop an






correctly defined

Step 4Generate a Goal

StatementSpecific Description of the

changes expected in student behavior

Data

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Step 4:Generate a Goal Statement

• Essential step• Precise definition• Set before plan implementation• Can use different methods

– norm referenced– rate of improvement/growth rate– percentile cutoffs

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Step 4:Generate a Goal Statement

• Goal statementspecific description of desired change in student behavior as a result of an intervention

• SMART Goal

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Doran, George T. "There's a S.M.A.R.T. way to write management's goals and objectives." Management Review, Nov 1981, Volume 70 Issue 11.

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Growth Rates (Fuchs & Fuchs)

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Grade Level

Realistic Weekly Improvement

Ambitious Weekly Improvements

1 2 words 3 words

2 1.5 words 2.0 words

3 1.0 words 1.5 words

4 .85 words 1.1 words

5 .5 words .8 words

6 .3 words .65 words

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Johnny’s Goal

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Johnny’s

current ORF

scoreAmbitious Growth Rate (1st) = 3 words/week

6 weeks of intervention

3 words/week X 6 weeks = 18 words

___________

33Johnny’s

GOAL18

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04/10/XXJohnny Doe 01/28/XX 1111111



ORF=15

ORF=33

After six weeks of intervention, Johnny will correctly read 33 words/minute on a grade level reading passage.


7Problem Solving (PSM) Process

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2Step 1

Define the Problem


of problem

Step 2Develop an






correctly defined




Step 5Develop an

Intervention PlanBase interventions on

best practices and research-proven

strategies

Data

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Step 5: Develop a PlanDevelop an Intervention Plan

• Identify methods, procedures and materials that are research-based

• Describe plan of action

• Include specific goals

• Progress-monitoring plans included

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Intervention Plan• Continuation of hypothesis-testing step• Evaluate effectiveness of plan• Change as needed• Reasonable plan for implementation

– Clear understanding of implementation– Personnel– Skills and materials

**Retention is not a research-based intervention

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What’s The Difference?

Modification- change in instructional content

• modified spelling list• fewer number of math problems• modified reading assignment

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What’s the Difference?

Accommodation – a change that is intended to help the student fully access the general education curriculum without changing the instructional content

• large print books

• preferential seating

• sign language interpreters

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What’s the Difference?Intervention – academic or behavioral strategies used to teach a new skill, build fluency in a skill, or encourage the application of existing skills to a new environment

– repeated reading– paired reading– behavior report card– Wilson Reading, Read Well, Reading

Mastery, etc.

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04/10/XXJohnny Doe 01/28/XX 1111111



Johnny’s oral reading fluency (ORF=15) and his overall reading level (DRA=6) are below benchmark for midyear first grade.

ORF=15

ORF=33

After six weeks of intervention, Johnny will correctly read at least 33 words/minute on a grade level reading passage.

Ms. Jones, instructional assistant, will provide encoding/decoding activities from FCRR in a small group setting 2 times per week, 20 minutes per session. Mrs. Doe will partner read with Johnny 3 nights/week,15 minutes/session. Mrs. Jones wil PM 1 x every other week.

01/30/XX

7 16

5 43

2Step 1

Define the Problem


of problem

Step 2Develop an






correctly defined




Step 5Develop an



strategies

Step 6 Implement the

Intervention PlanProvide strategies, materials, and

resources: include progress monitoring

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Data

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Step 6:Implement the Plan

• Multiple activities– Fidelity and integrity of intervention– Monitor the Intervention

• Progress Monitoring• Integrity of implementation

– Make changes as indicated– Decisions!

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Tier I

Tier II

Tier III

Tier IV

Student Needs

Ass

ess

men

t

Universal Screening

for ALL students 3x

per year

Progress Monitoring 1-2x

per month

Diagnostic Assessment

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Progress Monitoring

An act of collecting data to determine the effectiveness of an intervention.

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Progress Monitoring

• On-going systematic collection of data

• Used to determine the effectiveness of instructional/behavioral strategies

• Must use data that can be compared- apples to apples!

• Shows are they growing or not growing?

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40

35

30

25

20

15

10

5

0

1 2 3 4 5 6

15

33

7 16

5 43

2Step 7Analysis of the

Intervention Planmake a team decision on the effectiveness of

the intervention

Step 1Define the

ProblemDevelop a behavioral

(observable) definition of problem

Step 2Develop an






correctly defined




Step 5Develop an



strategies


Intervention PlanProvide strategies,

materials, and resources: include

progress monitoring

Data

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Step 7:Analysis of the Intervention Plan

EVALUATE the DATA

Progress monitoring is essential– Examine student performance– Evaluate the effectiveness of instruction

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60

40

35

30

25

20

15

10

5

0

1 2 3 4 5 6

15

20

2224

33

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04/10/XXJohnny Doe 01/28/XX 1111111




ORF=15

ORF=33

After six weeks of intervention, Johnny will correctly read at least 33 words/minute on a grade level reading passage.

01/30/XX

03/15/XX ORF=24; DRA=8

03/15/XX Johnny responded to the intervention but did not reach the goal of 33 words correct/minute on a grade level reading passage.

03/15/XX Using a realistic growth rate of 2 words/week on ORF, Johnny’s peers who scored at target on ORF on winter benchmarks should be scoring around 32 words correct/min by this time. Grade level DRA expectations at this time are around 12. Johnny is still below grade level expectations, but progress is being made with the interventions.

Ms. Jones, instructional assistant, will provide encoding/decoding activities from FCRR in a small group setting 2 times per week, 20 minutes per session. Mrs. Doe will partner read with Johnny 3 nights/week,15 minutes/session. Mrs. Jones wil PM 1 x every other week.

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X

03/15/XX

Johnny’s progress monitoring data indicate he is responding to the intervention; however, greater intensity/frequency is needed in order to meet grade level targets.

Johnny will continue interventions but will work with Mrs. White in a one-on-one setting 2 times per week, with an additional 5 minutes per session.

Mrs. Smith had a phone conference with Mrs. Doe after consulting with Mrs. White, Reading Specialist.

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Case Study . . . working together

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Case Study: Tier I

• Savannah – 7 years old– Second Grade

• Review case study and paperwork.• As a team, complete the assignment.• Review and discuss the decisions

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7 16

5 43

2Step 7Analysis of the

Intervention Planmake a team decision on the effectiveness of

the intervention

Step 1Define the

ProblemDevelop a behavioral

(observable) definition of problem

Step 2Develop an






correctly defined




Step 5Develop an



strategies


Intervention PlanProvide strategies,

materials, and resources: include

progress monitoring

Data

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Case Study: Tier I

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1Define the Problem

2Develop an Assessment Plan

3Analysis of the Assessment Plan

• For this student, the problem is easily defined and the assessment plan is already developed since the school is using a universal CBM.

• Other assessment method could have included items from the K-2 Literacy Assessment.

• The teacher analyzed the CBM benchmark assessment data and determined that Savannah was below the standard set for oral reading fluency.

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Case Study: Tier I

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4Generate a Goal Statement

- Possible ways to set Tier I goals :

- Standard on a criterion referenced assessment- Benchmarks from CBM

- K-2 Literacy Assessment

- Growth on an assessment - Moving from “level 2” to “level 3” on

assessments

- Class average on a classroom assessment

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Doran, George T. "There's a S.M.A.R.T. way to write management's goals and objectives." Management Review, Nov 1981, Volume 70 Issue 11.

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Case Study: Tier I

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5Develop an Intervention Plan

• The parent and teacher collaborated to develop an intervention plan.

• School component

• Home component

• Method to monitor student progress during the intervention

6Implement the Intervention Plan

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Case Study: Tier I

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• Decision Making questions to consider:

• Did the student meet the set goal?

• Is the student still performing significantly lower than peers?

• Did the student make progress during the intervention period?

7Analysis of theIntervention Plan

Responsiveness to Instruction ( RtI )

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