Goose Creek CISD
Response to Intervention TrainingPart I
THE BASICS OF RTIAndrea Ogonosky, Ph.D., LSSP, NCSP
Licensed Psychologist
Educational Consultant
RtI Non-Negotiables• Foundations
• Federal Law (NCLB, IDEA 2004)• State Rules and Regulations• Case Law
• Format• District Problem Solving Philosophy (Tied to Mission
Statement)• Campus Plans
• Fidelity• Process implementation• Assessment Integrity
4
From NCLB:“…holding schools, local education agencies, and
States accountable for improving the academic achievement of all students…” and “…promoting schoolwide reform and ensuring the access of all children to effective, scientifically-based instructional strategies…” [PL 107-110 §1001(4) and (9)]
From IDEA:“…to improve the academic achievement and
functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible.” [20 U.S.C. 1400(c)(5)(E)]
Bigger Picture: Why RtI?
Problem Solving including RtI
Problem Solving Model
3-Tier Model
with
Scientifically-BasedData Systems
& u
ses
Scientifically-Based Interventions
and
Data-BasedDecision Making
for
Previous Policy:Process-Driven;
Outcomes Lacking
Future Experience:Full Implementation
Current Policy:Outcomes-Driven;
All Students
Successful District RtI Plan• Led by General Education, Supported by Special Education
• Infrastructure for a 3-Tiered Model• Problem-Solving Model Implemented with Integrity• Effective Collection and Use of Data• Decision Rules for Intervention Evaluation and Eligibility Determination
• Technology to Manage and Document Data-Based Decision Making
• Improved Academic and Behavior Outcomes for All Students
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RTI Key Practices
• Using research-based, scientifically validated interventions/instruction
• Monitoring student progress to inform instruction
• Making decisions based on data
• Using assessments for: (1) universal screening; (2) progress monitoring; and (3) diagnostics
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
Tier 1: Core Instruction /Universal Interventions
ACADEMIC
Quality core instruction and strategies
Differentiated Instruction
Embedded Interventions
January 2011 9
Universal Screening: Academic Continuous progress monitoring of grade level success
Show Me the Data!
Remember if it is not documented
. . . Then IT DID NOT HAPPEN!
Data Analysis Teaming
• Review prepared data sets• Identify current performance of grade level• Set measurable goal(s)• Identify research‐based instructional strategies• Analyze suggested strategies• Select and agree to implement strategies• Plan logistics of strategy implementation
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Tier 2: Targeted Interventions
ACADEMIC
Strategic and supplemental
Standard protocol / evidence-based
Small group (5:1)
January 2011 12
Rubric for decision making: decision rules, aim-line /goals, guidelines for increasing /decreasing support or changing intervention.
Focused continuous progress monitoring that increases with intensity of instruction and intervention
Strategic Interventions
• Must meet NCLB standards• Interventions linked to the student instructional level
• Intervention “links” to the problem definition• Training for use
Data Documentation: Tier 2• Updated Tier 1 documentation• Baseline data (instructional level)• Aim Line or Goal • Intervention selected (research-based)• Progress monitoring data ( Slope of Improvement)
• Comparison with evidenced based norms• Interventions/Fidelity• Observations
Tier 3: Intensive InterventionsACADEMIC
Increased strategic and supplemental
Group size decreased (3:1)
January 2011 15
Rubric for decision making: decision rules, aim-line /goals, guidelines for increasing /decreasing support or changing intervention. Focused continuous progress monitoring that increases with intensity of instruction and interventionPattern of inadequate responses may lead to refer for Section 504 or Special Education
Data Documentation: Tier 3
• Updated Tier 1 documentation• Updated Universal Screening• Updated Benchmarks• Slope of Improvement• Interventions/ Fidelity Documentation• Observations
PROBLEM SOLVING PROCESS
RtI Critical Questions
• 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?
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• In program 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?
• 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?
• Decision rules• Protocol
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Essential Component of RtI: Problem-Solving Method
What is the problem?
Why is ithappening?
What should be done about it?
Did it work?
Problem-Solving Process
1. Identify and analyze the problem (including collection of baseline data)
2. Generate a hypotheses and possible intervention strategies
3. Implement an intervention plan with data collection
4. Analyze the data and reviewing/ revising interventions as needed
• Review prepared data sets (Referral) Consultation / Case Facilitation
• Scheduled meeting and attendance• Evidence of linking problem identification to intervention
Team Data Analysis
• Evidence of analysis of data• current performance of grade level• baseline reference• measurable goal(s)• research based instructional strategies• analysis suggested strategies• logistics of strategy implementation
(Who, What, When, Where)
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Team Data Analysis
Assessment of Learning
Outcome Measurement• Provides data about what has been accomplished over a period
of time• Provides broader information about programs and student
learning
Screening • Predicts which students are likely to experience difficulty• Identifies students who are at-risk and in need of further
diagnostic assessment
RIDE PreK-12 Literacy Policy December 2005
Assessment for Learning
Progress Monitoring • Informs the teacher about a student’s progress• Determines if the student is making progress• Provides timely measures to inform instruction
Diagnostic Measurement• Provides more precise and in-depth analysis of a student’s
strengths and weaknesses• Determines more specifically problematic areas for the student
RIDE PreK-12 Literacy Policy December 2005
Team Process: The Basics
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•Maintain confidentiality.•Hold meetings in a timely manner •Display agenda during meeting•Set clear time limits.•Access and use auxiliary personnel and other appropriate resources.•Have members that represent a variety of experience and expertise: knowledge of classroom management, curriculum and instruction, and student motivation.
Tier Who What Where When
3 Interventionist
-------------
Teacher
Supplemental
-----------------
Core
Small group
---------------
Classroom
45 min daily
-----------------
Daily
2 Interventionist
-------------
Teacher
Supplemental
---------------
Core
Small group
---------------
Classroom
30 min 3 x week
--------------------
Daily
1
Teacher
Lesson Plans
Differentiation
ProductsClassroom Daily
Deciphering Intervention Plan
In
tens
ity
Legal “Minefields” of RtI Data• Defining an intervention process (consistency)• Documenting access to instruction• Interpreting data• Communication and consensus • Aligning data to tell the student’s learning story• Too broad or too narrow focus on data
TIP #1 KNOW YOUR DISTRICT’S RTI RUBRIC (EXPECTATIONS)
TIP # 2: KNOW YOUR ASSESSMENTS
TIP #3: KNOW YOUR INSTRUCTION
Lessons Learned
Staff Awareness of confirmatory biasConsistency in decision makingMost common Interpretation errors
What is Important to Educators?
• A process that does not add to their current job expectations
• Assessment and Documentation that is user-friendly and understandable
• No Need for Additional Staff• Meets requirements of IDEA, NCLB, and OCR
Questions
Andrea Ogonosky
• www.facebook.com/pages/Academic-BehaviorInterventions/184751798229934
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