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Responsiveness to Instruction North Carolina Problem Solving Model Problem Solving Model Session 1/4.

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Presentation on theme: "Responsiveness to Instruction North Carolina Problem Solving Model Problem Solving Model Session 1/4."— Presentation transcript:

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2 Responsiveness to Instruction North Carolina Problem Solving Model Problem Solving Model Session 1/4

3 RESPONSIVENESS TO INSTRUCTION RTI typically addresses student needs through tiers of increasingly intensive instructional interventions. Whether for early intervening.

4 RTI is a focus on…. … intervention vs. what is wrong with child … solutions rather than problems … addressing the needs of all students … positive outcomes for all students … all educators being responsible for all children

5 RTI is born……. The legislation

6 Where did RTI come from Reauthorization of Individuals with Disabilities Education Act (IDEA) – December 2004 IDEA calls for: IDEA calls for: –A requirement for the use of scientifically based reading instruction –Evaluation of how well a student responds to intervention –An emphasis on data for decision making The LEA --not required to use discrepancy –the old way The LEA --not required to use discrepancy –the old way LD identification- LEA may use a process which determines if a child responds to a scientific, research based intervention LD identification- LEA may use a process which determines if a child responds to a scientific, research based intervention

7 NCLB No Child Left Behind of 2001 NCLB requires that states submit evidence of how they will instruct and assess student reading across the five domains identified by the National Reading Panel (progress monitoring) NCLB requires that states submit evidence of how they will instruct and assess student reading across the five domains identified by the National Reading Panel (progress monitoring) NCLB requires at least a three tier prevention model: primary, secondary, tertiary NCLB requires at least a three tier prevention model: primary, secondary, tertiary

8 Fundamental Principles of RTI High quality instruction High quality instruction An instructional process An instructional process Frequent Assessment Progress monitoring Progress monitoring Data-based decision making Data-based decision making Decisions driven by the data Decisions driven by the data

9 What does it Look Like

10 Why its so GREAT !!! early identification early identification research-based interventions research-based interventions progress monitoring progress monitoring multi-tiered multi-tiered utilizes the problem-solving model utilizes the problem-solving model

11 North Carolina Problem Solving Model

12 In plain English, RTI: addresses the needs of ALL students having difficulty addresses the needs of ALL students having difficulty focuses on the solution rather than the problem focuses on the solution rather than the problem focuses on the intervention rather than what is wrong with the student focuses on the intervention rather than what is wrong with the student

13 Collective Responsibility RTI is a school-wide initiative whereas ALL educators share responsibility for ALL students.

14 Catawba County Schools 8 Non-negotiables of the RTI/PSM Model 1. Universal Screening 2. Multiple Layers of Interventions 3. Progress Monitoring System 4. Problem Solving Teams 5. Aimsweb 6. Research-Based Interventions 7. Fidelity 8. Professional Development

15 Universal Screening Well checks Well checks Three times a year Three times a year Standardized Standardized

16 (K-2) Tier 1 Paperwork Parent Notification

17 (K-2) Tier 1 Paperwork pg. 1

18 (K-2) Tier 1 Paperwork pg. 2

19 (K-2) Tier 1 Paperwork pg. 3

20 Multiple Layers of Intervention Increasing intensity by: Increasing intensity by: (a) using more teacher-centered, systematic, and explicit (e.g., scripted) instruction; (a) using more teacher-centered, systematic, and explicit (e.g., scripted) instruction; (b) conducting it more frequently; (b) conducting it more frequently; (c) adding to its duration; (c) adding to its duration; (d) creating smaller and more homogenous student groupings; or (d) creating smaller and more homogenous student groupings; or (e) relying on instructors with greater expertise. (e) relying on instructors with greater expertise.

21 Research Based Interventions Research-based interventions have many characteristics that include: Research-based interventions have many characteristics that include: Used with a large sample size Used with a large sample size is documented in peer- reviewed literature* is documented in peer- reviewed literature* a demonstrated correlation between the intervention and student progress a demonstrated correlation between the intervention and student progress recommendations for how to deliver the intervention with fidelity recommendations for how to deliver the intervention with fidelity Non-research-based interventions include those that: Non-research-based interventions include those that: are theoretically driven but have no supporting data are theoretically driven but have no supporting data are based on individual teacher experience but have no supporting data are based on individual teacher experience but have no supporting data have a small sample size (n) have a small sample size (n) have no track record in peer-reviewed literature have no track record in peer-reviewed literature

22 Progress Monitoring Curriculum Based Measurement

23 What is it? Formative assessment Formative assessment Assess student progress or performance in those areas in which they were identified by universal screening as being at-risk for failure Assess student progress or performance in those areas in which they were identified by universal screening as being at-risk for failure Guides instruction; data driven Guides instruction; data driven Sensitive to evidence growth in short period of time Sensitive to evidence growth in short period of time

24 If student fails to RESPOND Increase the intensity of the intervention Increase the intensity of the intervention Change the intervention Change the intervention Increase the frequency Increase the frequency

25 Progress Monitoring Elements Must be available in alternate forms Must be available in alternate forms Comparable in difficulty and conceptualization, and Comparable in difficulty and conceptualization, and Representative of the performance desired at the end of the year Representative of the performance desired at the end of the year

26 What and Why Frequent Frequent Short Short Goal Directed Goal Directed Instruction link Instruction link Skill specific Skill specific Very sensitive to change vs. standardized testing Very sensitive to change vs. standardized testing

27 How It is Used CBM is a form of classroom assessment that 1. Can measure academic competence in reading, spelling, and mathematics; 2.Improves student achievement. 3.Tracks academic development 4.Achievement deficit identified 5.Progress monitor weekly for deficient 6.Monthly for emerging (strategic monitoring)

28 Melissa Smart

29 Formative EvaluationIs data enough?

30 Formative Evaluation: Is data and a goal enough?

31 Formative Evaluation: Are data, goals & trends enough?

32 Formative Evaluation is Impossible without all data: Goals Make Progress Decisions Easier

33 Improving the Process of Setting Goals for Formative Evaluation Set a few, but important goals. Ensure goals are measurable and linked to validated formative evaluation practices. Base goal setting on logical educational practices.

34 FIDELITY Standardized Screenings Instruction and interventions implemented as stated Tier process implemented equally across the county

35 SST Student Success Team K-2 Universal Screening Universal Screening Tier 1 – involves only teacher and parent (do paperwork) Tier 1 – involves only teacher and parent (do paperwork) Interventions – at least 4 weeks Interventions – at least 4 weeks Progress monitoring – 1/wk. Progress monitoring – 1/wk. Review – could continue at Tier 1, could move to Tier 2 Review – could continue at Tier 1, could move to Tier 2 Tier 2 – involves teacher, parent and another specialist (do paperwork) Tier 2 – involves teacher, parent and another specialist (do paperwork) Interventions – at least 4 weeks Interventions – at least 4 weeks Progress Monitor – more frequently Progress Monitor – more frequently Review – could continue at Tier 2, if being successful, could go back to Tier 1, or could move to Tier 3 Review – could continue at Tier 2, if being successful, could go back to Tier 1, or could move to Tier Student struggling Student struggling PEP – involves only teacher and parent PEP – involves only teacher and parent Interventions – at least 4 weeks Interventions – at least 4 weeks Review – could continue interventions, could refer to SST Review – could continue interventions, could refer to SST If referred to SST, the PEP is the referral paperwork If referred to SST, the PEP is the referral paperwork SST could recommend additional weeks of interventions or could recommend a referral to MDT SST could recommend additional weeks of interventions or could recommend a referral to MDT

36 SST Student Success Team cont Tier 3 – involves teacher, parent, other specialist and SST Tier 3 – involves teacher, parent, other specialist and SST Have pre-parent planning meeting to begin paperwork Have pre-parent planning meeting to begin paperwork Parent conference Parent conference Interventions – at least 4 weeks Interventions – at least 4 weeks Progress monitor – even more frequently Progress monitor – even more frequently Review – could continue at Tier 3, if being successful could go back to Tier 2, or could move to Tier 4 Review – could continue at Tier 3, if being successful could go back to Tier 2, or could move to Tier 4 Tier 4 – involves teacher, parent, other specialist and SST – decision could be made to continue interventions for another 4 weeks or refer to MDT (do paperwork) Tier 4 – involves teacher, parent, other specialist and SST – decision could be made to continue interventions for another 4 weeks or refer to MDT (do paperwork)


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