1. Response to Instruction & Problem Solving Teams Summer 2010

2. Some RTI Elements to be Discussed Today Structures: RtI Coordinator Problem Solving Teams (PSTs) Processes: Screening Problem Solving Goal Setting Progress Monitoring Evaluating

3. What is RTI? the practice of providing high-quality research-based instruction/intervention matched to student needs and using learning rate over time and level of performance to inform educational decisions

4. Four Core RTI Principles Students receive high-quality, research- based instruction by qualified staff in their general education setting. Use of a multi-tiered model of service delivery facilitates differentiated instruction and early intervening services for struggling learners. Movement between tiers should be guided by a data-driven decision-making process. Universal screening and progress monitoring are the basis for instructional decisions.

5. Successful RtI Implementation Should involve all personnel and all students in all schools. Can result in tremendously positive outcomes for all. Will be facilitated through the work of Problem Solving Teams.

7. Elementary Model Tier I Tier II Tier III Comprehensive Core 90 minutes per day reading 60 minutes per day math 30 minutes Differentiated Supplemental Instruction (in addition to the core) Intervention

8. Secondary Model Tier I Tier II Tier III Core Instruction Strategy instruction in content classes Whole and small group Differentiated strategy instruction in content classes Small group intentional grouping Intervention

9. Two important distinctions……

10. Interventions & Accommodations The accommodations which have been recommended by the BBSST in the past will NOT meet the scientific, research- based intervention requirements included in current Federal and State laws and regulations.

11. Interventions & Accommodations Effective interventions actually result in improved skills for students.  Student achieves increased computation fluency. Expectations for the student are NOT REDUCED! Accommodations may result in improved grades without actually improving skills.  The student is given more time or fewer math problems. Expectations for the student are REDUCED!

12. Continuous Intervention Services When students begin the intervention process (Tier II or Tier III), they will continue in that process until they have attained grade-level standards and skills or until they are referred to the next tier or level. The work of the Problem Solving Team with a student may continue from one grade to the next based upon data analysis and intervention outcomes.

13. RtI Coordinator

14. The RtI Coordinator is expected to monitor the day to day operations of the process and attend system-level trainings/meetings that support system-wide implementation. The RtI coordinator is responsible for collecting, reviewing, and maintaining PST documentation forms.

15. Problem Solving Teams

16. Problem Solving Team Purpose Problem Solving Teams will ensure that: 1. students receive interventions matched to their identified needs; 2. appropriate intervention goals are set; 3. appropriate progress monitoring tools are utilized to provide evidence of students’ response to intervention; and 4. progress monitoring data are used to make timely instructional decisions which maximize student outcomes.

17. Problem Solving Team Members classroom teachers intervention teachers reading coaches special education teachers school counselors Administrators Refer to page 4 in the Implementation Guide for the PST members’ role descriptions.

18. Problem Solving Team Structure Some suggestions  Grade-level PSTs  Across grade level PSTs (K-2, 3-5, etc)  Teacher team PSTs  Departmental PSTs

19. Number of Problem Solving Teams Per School The number of PSTs needed per school will be determined by the number of students receiving interventions. No PST should be expected to manage more students than can be responsibly and effectively reviewed and monitored.  Each student’s data should be reviewed at least monthly  Progress reports to parents should be sent regularly

20. The Problem Solving Team’s Work and Responsibilities

21. Screening The PST ensures that academic and behavior screening data are gathered and utilized to determine student needs for interventions. Refer to page 18 in the Implementation Guide for criteria for identifying students at-risk.

22. Problem Solving What is the problem? The concerns about a student should be stated in objective measurable terms. The definition of the concern must focus on teachable skills that can be measured and can be changed through the process of instruction. Refer to page 26.

23. Sample Student Intervention Plan Specific Concerns: Mary is not achieving grade-level standards. Mary reads fluently but performs poorly on tasks that require her to demonstrate comprehension of grade-level material. Mary has scored below 60% on 2 out of 3 reading tasks assigned this grading period.

24. Problem Solving Why is the problem happening? Gather relevant information about the student and develop hypotheses about the possible causes of the gap. Gathering information may involve further examination of classroom products, information from parents, observations, or examination of data from state assessments. Refer to page 26.

25. Sample Student Intervention Plan Specific screening/benchmark data: ARMT Reading Level I, SAT-10 Total Reading - 9 th Percentile, R-CBM- 110wrc, CBM Mazes -4 mazes 4 th grade passages, ARMT Math Level IV

26. Planning How are we going to solve the problem? Develop an instructional and or behavior intervention plan that matches the identified student need. A good plan: focuses on measurable objectives; defines who will complete tasks; and describes a plan for monitoring progress. Refer to page 27.

27. Sample Student Intervention Plan Section II. Intervention Plan Person(s) Responsible for Intervention Implementation: T. Brady Identified Concerns to be Addressed [X] 01 Reading [ ] 02 Math [ ] 03 Behavior

28. Sample Student Intervention Plan Types of Interventions: Date initiated: 09/01/09 [ ] reading: word-level intervention [X] reading: comprehension intervention [ ] math: computation intervention [ ] math: reasoning/problem solving intervention [ ] behavior intervention [ ] other intervention Intervention Materials: My Sidewalks Level C

29. Goal Setting 1. Obtain baseline score. 2. Decide upon the year-end goal. 3. Subtract the baseline score from the goal to determine the growth needed to achieve the goal. 4. Determine the number of weeks available for intervention. 5. Divide the growth by the number of weeks available for intervention to determine the weekly rate of improvement (ROI) needed to reach the goal. Refer to pages 19 - 21 in the Implementation Guide for benchmarks and ROI norms.

30. ROI Example 1. Baseline: 10 correct digits (cd) 2. Goal: 25 cd 3. Growth: 25cd – 10 cd = 15 cd 4. Number of weeks available for intervention: 30 5. ROI: 15 cd / 30 weeks =.5 cd per week

31. Writing Intervention Goals Intervention goal example - In 30 weeks, Mary will correctly complete 15 mazes from grade 4 standard progress monitoring passages as measured by 3 minute silent reading probes. The expected weekly rate of improvement is.37 mazes per week.

32. Sample Student Intervention Plan Intervention Goal: In 30 weeks, the student will: correctly select 22 mazes from standard 4 th grade monitoring maze passages. ROI goal (weekly improvement needed to achieve intervention goal): 0.6 mazes per week

33. Sample Student Intervention Plan Progress Monitoring Tool: CBM Maze Reading Passages Frequency of Progress Monitoring: weekly Person Responsible for Progress Monitoring: T. Brady

34. Implementing Implement the plan. Monitor the plan for fidelity of implementation. Progress monitor regularly. Use graphs to make student performance visible. Refer to pgs 29 & 30.

35. Progress Monitoring Collecting data on how the student is progressing is an essential component of RtI. The goal of progress monitoring is to determine if the intervention is appropriate and if the intervention is working. The frequency of progress monitoring will depend on the intensity of the intervention and the nature of the skill deficits being addressed.

36. Progress Monitoring Options CBMs from Vanderbilt University: Grades 1-6 Reading & Math EasyCBM: Grades 7-8 Reading & Math USA Testprep Grades 6-8 Reading, Math & Science Grades 9-12 Reading, Math, Science & Social Studies Refer to page 10 in the Implementation Guide for descriptions of progress monitoring tools.

37. Progress Monitoring Data Calculators Progress monitoring data calculators are available on the BCPSS website for: Words Read Correctly Maze Comprehension Math Computation Math Concepts and Applications Behavior Event Recording Behavior Duration Recording Behavior Latency Recording Refer to page 17 in the Implementation Guide for progress monitoring tools directions.

38. Student Intervention Documentation Form (SID) WKWK DateMTWThTh FPM Data ROI Team Recommendations (continue/intensify/dismiss) Progress Report to Parents 1 9/1/09PPPPP4- 2 9/8/09PPPPP51.0 3 9/15/09PAPPP50.5 4 9/22/09PPPPP60.66CONTINUE9/22/09 5 9/29/09APPPP70.75 6 10/6/09PPPPP70.6 7 10/13/09PPPAP80.66 8 10/20/09PPPPP90.71CONTINUE10/20/09

39. Evaluating Did the intervention work? Evaluate student to determine his/her response to the intervention. Each student should be reviewed monthly. Determine, based on data, whether the intervention or goal needs to be modified. Consider whether the intensity of the intervention needs to be increased. Repeat the problem-solving process if necessary.

41. Moved to smaller Intervention group 11/22/10 Changed My Sidewalks Level 10/11/10

42. Changed My Sidewalks Level 10/11/10 Moved to smaller Intervention group 11/22/10

43. Communication With Parents Letter notifying parents of intent to provide intervention. Page 31 Progress Report Letter- parents should receive a progress report at least once every 4 ½ weeks. Pages 32-33.

44. RtI/PST Meeting Documentation Sign-In Sheet Page 36 RtI/PST Meeting Minutes Page 37

45. RtI/PST Meeting Minutes Date: 9/25/09 Student: Joe Smith_________________ Grade: 4 Recommendation: _____ Continue with current instruction/intervention __X__ Intensify intervention (note changes in Section III of student’s plan) _____ Dismiss _____ Refer for special education evaluation Comments: Joe is not progressing at a rate that will allow him to reach his intervention goal. The team recommends Joe receive additional math intervention before school 3 days a week.

46. Sample Student Intervention Plan SECTION III. INTERVENTION PLAN REVIEW Date of Review: 09/25/09 Recommendation: __ Continue x_ Intensify __ Dismiss Changes/Comments: Joe is not progressing at a rate that will allow him to reach his intervention goal. The team recommends Joe receive additional math intervention before school 3 days a week.

47. RtI/PSTs & Special Education

48. RtI is a Service Delivery Model RtI is not a process for moving students into special education nor is it a roadblock to keep students out of special education. RtI is a way to integrate the mandates of No Child Left Behind (NCLB) and IDEA so that all students receive high quality, effective instruction in the general education setting and beyond. The intent is to generate a seamless system of support that is available to all students at the first sign of need.

49. Conceptual Framework for RtI Students With IEPs Tier I Tier II Tier III High Need Low Need Level of Support for Student to be Successful

50. Decisions regarding a special education student will continue to be the responsibility of the student’s IEP Team. However, special education students may be discussed and their progress reviewed at PST meetings.

51. Referrals for Evaluation The PST will be responsible for referring students for special education evaluation. Student referrals for evaluation must include documentation of intervention and progress monitoring data indicating the student is not responding to intervention efforts.

52. RtI on BCPSS Website Locate: RtI Implementation Guide Required Forms Progress Monitoring Data Calculators Links to RtI Resources