Collaborative Problem Solving… Shifting to a Response to Intervention (RTI) Model  A year of change for us all  We will learn together as a TEAM  The Tamarac Way!!!

One step at a time…

We CAN do this…. Why? Because… TAMARAC ELEMENTARY = GREAT TEACHERS!!!! We CAN do this…. Why? Because… TAMARAC ELEMENTARY = GREAT TEACHERS!!!!

Today’s Objectives Explain the changes in Collaborative Problem Solving Defining RTI and Differences in Tier 1, 2 and 3 Interventions Progress Monitoring Explain the changes in Collaborative Problem Solving Defining RTI and Differences in Tier 1, 2 and 3 Interventions Progress Monitoring

Paradigm Shift We are moving from: Eligibility as the focus –Diagnose and Place –Get label TO: Outcome as the focus –Problem Solving and Response to Intervention –Get help We are moving from: Eligibility as the focus –Diagnose and Place –Get label TO: Outcome as the focus –Problem Solving and Response to Intervention –Get help

Traditional vs. Response to Intervention Intervention   InterventionConsider ESE Traditional- Intervention   Intervention Response to Intervention- Intervention Consider ESE If necessary Regular Education Monitor Progress Monitor Progress Get Label Get Help

% % 1 - 5% 3 TIERS of Academic / Behavioral Intervention Tier II: GROUP Targeted Group Interventions for Behavior Assessment-based w/ data collection % 10-15% 1-5% Tier I: UNIVERSAL School-wide Discipline Plan Whole-class Interventions Tier I: UNIVERSAL Standard Core Curriculum Tier II: GROUP Targeted Group Interventions for Academics Assessment-based w/ data collection Gap Analysis of student Tier III: INDIVIDUAL Individual Interventions Data collection High Intensity Tier III: INDIVIDIUAL Individual Interventions Assessment-based w/ data collection High Intensity 7 AcademicBehavior

% % 1 - 5% EXAMPLE of the 3 TIER Intervention Approach Tier II: GROUP Social Skills Group Graph data collected based on assessments % 10-15% 1-5% Tier I: UNIVERSAL School-wide Discipline Plan Classroom Rules Tier I: UNIVERSAL Standard Core Curriculum Tier II: GROUP Reading Lab Double Dosage of Reading Groups Graph data collected based on assessments Tier III: INDIVIDUAL FBA Positive Behavior Improvement Plan Behavior Chart Graph data collected based on assessments Tier III: INDIVIDIUAL Individual assistance Working 1 : 1 with teacher, listener, adult volunteer Graph data collected based on assessments 8 Academic Example: ReadingBehavior Example: Conduct

INTERVENTION QUIZ: TIER 3 Intervention 1. A Behavior Chart 2. Third Grade Curriculum TIER 1 Intervention 3. Reading Lab TIER 2 Intervention

WOO HOO!!! YOU GOT IT!!! WOO HOO!!! YOU GOT IT!!!

RtI Adds a Formal Structure to the Collaborative Problem Solving Team (CPST) The CPS Team and the Tiered Approach Tier 1 – Universal Implementation. Tier 2 – In consultation with Collaborative Problem Solving Team (CPST), teacher and team develop and teacher implements a group-type, evidenced-based interventions. Tier 3 - In consultation with CPST, teacher and team develop and teacher implements intensive, individual, evidenced-based interventions. The CPS Team and the Tiered Approach Tier 1 – Universal Implementation. Tier 2 – In consultation with Collaborative Problem Solving Team (CPST), teacher and team develop and teacher implements a group-type, evidenced-based interventions. Tier 3 - In consultation with CPST, teacher and team develop and teacher implements intensive, individual, evidenced-based interventions.

Problem Analysis Process

Step 1 – Problem Identification: What is the problem? To identify a problem, you need to start with three pieces of data –Expected level of performance –Student level of performance –Peer level of performance –Example: Student not at grade level for reading To identify a problem, you need to start with three pieces of data –Expected level of performance –Student level of performance –Peer level of performance –Example: Student not at grade level for reading

Class (Peers) Jason What is the problem? Benchmark Student in relation to Benchmark. Student in relation to Peers. Peers in relation to Benchmark.

Step 2 - Problem Analysis: Why is it occurring? Hypothesis: Why is student not performing? Validate Hypothesis: Use of collected data check hypothesis Example: Based upon weekly reading test scores, student has poor reading comprehension skills Hypothesis: Why is student not performing? Validate Hypothesis: Use of collected data check hypothesis Example: Based upon weekly reading test scores, student has poor reading comprehension skills

Design an intervention based upon the intensity required for the student Intervention must focus on teaching a replacement skill or behavior Select an interventions that matches the verified hypothesis Example: To increase student’s average reading scores to 80%, student will attend Reading Lab twice a week for 30 minutes per session. Step 3 – Intervention Design: What are we going to do?

Step 4: Evaluate Intervention Is it working? Examine data What does data indicate about intervention effectiveness? Modify intervention if needed Examine data What does data indicate about intervention effectiveness? Modify intervention if needed Effective?NOT Effective? Modify existing plan or Develop a plan to maintain the intervention if it worked Develop a new plan Consider referring back to problem-solving team if intervention isn’t working

Goal Classroom Intervention I Making instructional / intervention decisions based on review and analysis of student data Progress monitoring always includes data & graphing Classroom Intervention 2 Step 4 – Evaluate Intervention Is it working?

Documenting RtI at Tiers II & III Student’s level of performance Aim or Expectation Line Trend Line Student’s level of performance Aim or Expectation Line Trend Line

Decision Rules: What is a “Sufficient” Response to Intervention? Positive Response –Gap between Goal and Student Performance is closing Questionable Response –Rate at which Gap between Goal and Student Performance slows, but gap still exists –Gap between Goal and Student Performance stops widening but closure does not occur Poor Response –Gap between Goal and Student Performance continues to widen with no change in rate.

Performance Time Positive Response to Intervention Expected Trajectory Observed Trajectory 21

Performance Time Questionable Response to Intervention Expected Trajectory Observed Trajectory 22

Performance Time Poor Response to Intervention Expected Trajectory Observed Trajectory 23

Decision Rules: Linking RtI to Intervention Decisions –Positive Continue intervention until student reaches benchmark (at least). Fade intervention to determine if student has acquired skill and can work independently. –Questionable Increase intensity of current intervention for a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving stage. –Poor Return to problem solving for new intervention

What will CPS/RTI look like at our school? FIND OUT NEXT TIME: Broward’s NEW & HIGHLY ACCLAIMED RTI Worksheet Even YOU can create a graph in under 5 minutes!!!

Questions???

RTI Resources InterventionCentral.org literacymatrix.com/index.htm ies.ed.gov/ncee/wwc/ InterventionCentral.org literacymatrix.com/index.htm ies.ed.gov/ncee/wwc/