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Response to Intervention: Common Vision to Common Practice Gary L. Cates, Ph.D. Illinois State University.

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Presentation on theme: "Response to Intervention: Common Vision to Common Practice Gary L. Cates, Ph.D. Illinois State University."— Presentation transcript:

1 Response to Intervention: Common Vision to Common Practice Gary L. Cates, Ph.D. Illinois State University

2 Introduction, Pneumonia, Manure, and Scientific Practices

3 What is RtI, MTSS? It’s data based decision making process for the purpose of allocating resources to each student in a fair manner such that all kids are receiving what they need academically and socially to be successful

4 Universal Core Curriculum Universal Screening Measures Identification of At-Risk Students Standard Educational Diagnostic Tool Tier II Standard Protocol Instruction Progress Monitoring Individualized Diagnostic Assessment Tier III Individualized Instruction Progress Monitoring Special Education Entitlement Progress Monitoring

5 Tier III Individualized Intervention 5-10% Tier II Standard Protocol Small Groups 20-15% Tier I Universal Instruction All Students 75-80%

6 Universal Instruction (Tier I) During Fall Full Standard Protocol (Tier II) During winter Full Individualized Intervention (Tier III) Never utilized because not needed Less Intensive Standard Protocol (Tier II) in spring because adequate progress was being made.

7 Why RtI?

8 Because it is a social Necessity U.S - $10,000/year. ~ $130,000/Child – Most schools not meeting Adequate Yearly Progress http://iirc.niu.edu/State.aspx?source=AYP_Information&source2=AYP_Report – Graduation Rate ~ 75% www.all4ed.org/files/Illinois_wc.pdf Prison incarceration ~$25,000/year. http://www.pewcenteronthestates.org/uploadedFiles/One%20in%20100.pdf – ~ 75% cannot read and dropped out of school http://kenmentor.com/papers/literacy.htm http://articles.chicagotribune.com/1991-09-15/news/9103090883_1_incarceration-rate- dropout-rate-inmates http://kenmentor.com/papers/literacy.htmhttp://articles.chicagotribune.com/1991-09-15/news/9103090883_1_incarceration-rate- dropout-rate-inmates Illinois Job Link (April 5 th, 2012) 42,605 https://illinoisjoblink.illinois.gov/ada/ Illinois Unemployment rate = 8.8%. http://www.bls.gov/web/laus/laumstrk.htm

9 My general perspective We need to spend our money wisely Access to this money needs to be allocated to where it is needed most in an equitable manner. We need to focus on reading, math, and Social Behavior We need to use data to help us make objective decisions

10 4 Teacher Responsibilities 1.Triage based on severity of need (i.e. Triage) 2.Provide Intervention based on level of Severity. 3.Monitor whether the IV is working. 4.Monitor if the IV is implemented correctly.

11 Universal Instruction by Teachers Starting Points for Academic and Social Behavior

12 First Grade Instructional Analysis Form ActivityMaterialsArrangementTime Motivational Strategy Silent Reading BooksIndependent10 min / day Praise for appropriate behavior Choral Reading 1 st Grade Teacher Whole Group10 min / day Verbal Feedback Word WallsWord CardsWhole Group10 min / day Praise for participating

13 Behavior(s)Definitions Behavior 1: Academic Engaged Time (AET)Student appropriately responding to teacher and/or lesson Behavior 2: Inappropriate Socialization (IS)Student socializing in a manner inconsistent with intended learning Behavior 3: Inappropriate Motor Behavior (IMB) Student engaging in behavior incompatible with learning other than socialization (e.g. out of seat, fidgeting, staring out window etc.) Behavior1234567891011121314151617181920 1AET 2IS 3IMB Behavior2122232425262728293031323334353637383940 1AET 2IS 3IMB Behavior4142434445464748495051525354555657585960 1AET 2IS 3IMB Behavior6162636465666768697071727374757677787980 1AET 2IS 3IMB Behavior81828384858687888990919293149596979899100 1AET 2IS 3IMB Class Wide Behavioral Observation Form Teacher _____________________________________Date: _________________ School: ______________________________________Time: __________________ Observer: ____________________________________ Subject/Activity: _______________________________

14 Identify (i.e. Triage) It does not require rocket science training

15 StudentMAZEORFF&PTeacherISATTotalTier Example: Gary Cates23122102 1=24-99 th percentile 2= 11 th -25 th Percentile 3 = 1-10 th Percentile

16 Identify appropriate Intervention for Academics Differentiated instruction Skill level Common Core delineates your goals! The key to choosing among multiple interventions is identifying which IV will result in the most ABC learning trials per unit of time at the appropriate skill level with the right goals in mind.

17 Identify appropriate Intervention Social Behavior Likely also Differentiated Need to delineate target behaviors Goals are 1 SD of average student in class IV = Check in – Checkout with appropriate fading.

18 Comments: Be SafeBe RespectfulBe Ready Teacher Initials Keep hands, feet, and objects to self Use kinds words and actions Follow directions Have Needed Materials Reading 0 1 Recess 0 1 Math 0 1 Lunch 0 1 Social Studies 0 1 Recess 0 1 Language Arts 0 1 Science 0 1 Daily Report Card Date _________________ Teacher___________________________Student__________________ 0 = No1= Yes Total Points =Today ________%Goal ________% Points Possible = 32 Parent’s signature _______________________________________________________

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20 Implementing with Fidelity It does not have to be scary

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22 Enter the School Psychologist You can now do your job

23 Individualized Academic Assessment & Intervention Curriculum Based Evaluation Skill focused Fill the “hole” This is Tier III

24 1. What seems to be the problem? 2. What should the intervention target? 3. Describe something a teacher could do to target this problem. 4. Do you have to buy an expensive program just for Tammy?

25 Individualized Behavioral Assessment & Intervention Functional Behavior Assessment Positive Social Skill Development focused This is Tier III

26 Prior to Observations Do a record review: Consider ICEL Do a teacher interview: Keep it brief – Have an operational definition of the behavior

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28 1. What patterns do you see here? 2. What is the likely function of behavior?

29 1.What day does the behavior most often occur? What day is it least likely to occur? 2.What time of day does the behavior most often occur? Least often? 3.When should someone come to visit if they wanted to witness the behavior? Note: It is just as important to look at when the behavior occurs as it is to look at when it doesn’t.

30 1.What can you get from this? 2.Are all of these behaviors severe enough to warrant individualized intervention?

31 Special Education Experimental in Nature

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33 Questions? Gary Cates garycates@ilstu.edu http://www.garycates.net


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