Presentation on theme: "A Problem-Solving Approach to Student Success. Review of RTI Definitions The Problem-Solving Approach Role of the Three Tiered Intervention System."— Presentation transcript:
A Problem-Solving Approach to Student Success
Review of RTI Definitions The Problem-Solving Approach Role of the Three Tiered Intervention System Activity What does it look like in this school? Q/A
No single definition Helps kids who are struggling academically and/or behaviorally Provides early interventions Proactive approach---No wait to fail! Successful for ALL students Integrates assessment and intervention with a multi-level prevention system to maximize student success.
High quality research-based instruction and behavioral support in gen education. Universal screening in order to determine which students need closer monitoring or additional interventions. Multiple tiers of increasingly intense scientific, evidence-based interventions that are matched to student need. Use of a collaborative approach by school staff for the development, implementation, and monitoring of the intervention process.
Continuous monitoring of student progress during the interventions, using objective information to determine if students are meeting goals. Follow up measures showing fidelity. Documentation of parent involvement. (NASP, 2007; National Research Center on LD, 2007)
A problem-solving model is a systematic approach that reviews student strengths/weaknesses, identifies evidence- based instructional interventions, frequently collects data to monitor progress, and evaluates the effectiveness of the interventions with the student.
Evidence-Based Intervention: An intervention for which data from scientific, rigorous research designs have demonstrated (or empirically validated) the efficacy of the intervention. That is, within the context of a group of single-subject experiment or quasi- experimental study, the intervention is shown to improve results for students who receive the intervention.
Progress Monitoring: Repeated measurement of performance to inform the instruction of individual student growth. It estimates rate of improvement, identifies students not demonstrating adequate progress, and can be used to change instruction design.
Problem Definition / Identification Problem Analysis / Hypothesis with Intervention Implementation Evaluation / Decision Making
What is the problem and the supporting evidence?/Does a Problem Exist? Select measures to gather data Gather baseline data on target student and peers (variety of tools utilized) Look at strengths/weaknesses Gather all pertinent information Use observable and measureable terms Quantify all information/discrepancies
What is the hypothesis and what will we do about it?/What is the best solution to the hypothesis? Use data to validate the problem and develop a hypothesis Use baseline data and hypothesis, to create an intervention that is evidence-based Develop a reasonable goal/smart goal (exploring alternative goals) Develop a way to monitor the outcome (who/what where/when/how)
Carrying out evidence-based interventions tied to the hypothesis/Is the solution progressing? Implement selected interventions for a specific time frame Implement and monitor with fidelity/integrity Monitor progress and trouble shoot as needed Continue with data collection Graph all collected data
Did it work?/Is the original problem being solved through this attempted solution? Use formative and summative data Use pre/post data Graph data Make decisions(change intervention, drop intervention, change tiers, reassess problem, gather more date, refer to sped, etc.) based on data
Multiple tiers of increasingly intense scientific, evidence-based interventions that are matched to student need Level of intensity is based on student need Student progress is monitored in all tiers Typically, three (3) tiers are evident: Primary/Secondary/Tertiary
Least intensive Uses core curriculum (research-based) Utilizes instructional practices that are culturally and linguistically responsive Utilizes differential teaching/learning Looks at accommodations Proactive Multiple approaches/flexible to meet student needs Continual review of data/benchmarking Alignment of curriculum to GLE’s
In addition to and in alignment with the core curriculum/universal program Individualized/higher intensity than tier 1 Evidence-based interventions utilized with fidelity May utilize small group instruction, consultation, push-in/pull-out services Supports may be provided to teacher Established duration/length of time with expected goals Data collection and monitoring continues
In addition to and in alignment with the core High intensity/very individualized Frequency/duration may increase Services may be delivered individually and/or small group Highly explicit instruction to meet individual needs Evidence-based interventions delivered with fidelity and monitored (monitoring may be more frequent)
Students can move between tiers Services at tiers vary from district to district and building to building Services are based on the individual needs of the student Interventions are evidence-based Differences between levels can include frequency, duration, intensity, size of groups, level of instruction, etc. Must ensure fidelity/integrity of the intervention Tier 3 is NOT special ed but may be a place to consider referral
Build your Pyramid!
Essential in assisting with student success Fidelity must be utilized An evolving process Monitoring must occur on a regular basis Decisions are driven by data Interventions are evidence-based A team effort Important to develop core/universal If SPED referral needed, information can be utilized to assist with eligibility process
A two-layered Care Team Process 1. Grade/Team Level 2. Building Level A wrap around service delivery system Team members are pertinent to student success and selected based on student needs Supports provided to staff to “navigate” the process
What Works Clearinghouse: National Center on RTI: The Florida Center for Reading Resources: Intervention Central: Mentoring Minds Intervention Flipcharts:
Brown-Chidsey, R., & Steege, M.W. (2005). Response to intervention: Principles and strategies for effective practice. New York: The Guilford Press Kaufman, A. S., & Kaufman, N. L. (2009). Essentials of evidence-based academic interventions. New Jersey: John Wiley & Sons McCook, J.E. (2006).The RTI guide: Developing and implementing a model in your schools. Pennsylvania: LRP Publications National Center on RTI. (2010). Essential components of RTI: A closer look at response to intervention. US Office of Special Education