RtI Overview for District Personnel Modules 1-3

RtI Overview for District Personnel Modules 1-3

Training Modules RtI Training Modules Getting Started with RtI
Data Meetings & Problem Solving MODULE 3 Interventions & Progress Monitoring MODULE 4 Data-Based Decision Making MODULE 5 Scaling Up Develop a Plan for Year 2 This is the first of five modules. Modules 2 and 3 will be done first semester and modules 4 and 5 will be done second semester.

Agreements Stay focused Keep sense of humor Don’t shoot the messenger
Silence cell phones Honor time limits Parking Lot – questions/concerns that we cannot address please post on the parking lot. Agenda is a flexible road map. The agenda is full and we have a lot of content to cover so if we stick to these agreements, this will help to get us out on time.

Outcomes – Module 1 Participants will understand… Consensus Building
Definition, Rationale, and Goals of RtI in Florida Laws – NCLB, IDEIA, Florida Rules & Statute Infrastructure Multi-Tiered Model Big Ideas of Problem Solving Formation, Function and Purpose of Problem Solving Teams Principal’s Role in RtI Implementation Steps of RtI We have a very ambitious agenda, but I do hope that you come away from here with a basic understanding of RtI and problem solving, your role in the process. These are the three BIG IDEAS for year one. Consensus: In order for systems change to occur all stake holders must share an agreement of the need for Rti prior to building infrastructure. Infrastructure requires you to assess what you have and build the foundations for you what you need to accomplish. Implementation, on the other hand, is difficult and will continue to be so until we know exactly what we are doing. It may take 5-7 years to fully implement RtI with fidelity, but we are further ahead now than we were a year ago.

Consensus Building Consensus…
Is not a matter of getting people to agree to do it….it’s already a law It is about allowing all staff to learn about what changes are needed and to allow them to have a stake in the design of what RtI looks like at their school. Analogy: Opening a restaurant…you can’t open the restaurant (i.e. implementation) until you have all the necessary components in place such as staff, supplies, decorations, etc (infrastructure). And you cannot put in place those components until there is some consensus about what kind of restaurant it will be.

How many of you feel this is where you are now?

By 3 years, your school should be here.

PS/RtI: Definition RtI is the practice of
(1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance (3) to make important educational decisions to guide instruction. National Association of State Directors of Special Education, 2005.

Rationale for Using RtI
RtI is a way to help all students obtain the appropriate instruction and intervention to improve their academic process. RtI allows students who struggle, but may not be eligible for ESE services, to receive support services that are based on their individual needs. RtI is a preventative approach that aims to identify struggling students before they fall too far behind their peers. RtI is a driver of school improvement, best practices in the classroom, AYP growth, etc. Emphasize… we know how hard teachers are working already. We want to help teachers work Smarter, not harder. RtI provides students with interventions based on their level of need. It helps the students who fall between the cracks because they get the help they need without having to be labeled. It uses data to make good educational decisions. Students are given the amount of intervention they need when they need it based on good data.

Rationale, continued RtI prevents inappropriate identification of students for special education services. Racial disproportionality is reduced in programs for students with learning disabilities, mental handicaps and emotional handicaps. RtI is a means for those students who “fall between the cracks” to get the help they need. RtI is designed to be an early intervention/prevention model to allow students to get help early. We want to make sure if we are labeling students that it is not due to the instruction, curriculum, environment, and learner. States that have been using the RtI model have seen a dramatic decrease in the number of minority students in special education programs.

Intellectually Disabled
Catching them all… 60 70 90 80 100 110 120 Reading Level SLD Three different students ? Note to Trainer: This is a slide with a series of animations. The notes below are written to support instruction that occurs with each click. The picture above is what the slide will look like when it is completed. This slide is going to show how a traditional system can result in large numbers of student for whom there is no formal support. This graphic originally appeared in an article written by Mark Shinn, Roland Good and Chris Parker in Special Education in Transition. There is a special education program designed to help children with academic difficulties which is the Intellectually Disabled program. Children whose scores fall in this area get “help” from the SLD program. When we combine these two groups it becomes apparent that there is a large group of students we’re missing. What emerges is a large group of children with academic difficulties for whom there are no organized supports. The goal often becomes moving students from the yellow triangle in the middle into either the blue or red areas rather than developing the infrastructure necessary to meet their instructional needs. Click 1: Across the bottom of this graph is a scale that represents intelligence using standard scores. Click 2: Along the left side of the graph is a scale that represents reading in standard scores. An average range is from Click 3: This line describes intelligence scores equal to reading scores. Click 4: If we move this line 15 points to the right, we have a line that describes reading scores that are 15 points below intelligence scores. This is one of the criteria for SLD eligibility. Click 5: Children whose scores fall in this area get “help” from the SLD program. Click 6: There is another special education program designed to help children with academic difficulties which is the Intellectually Disabled program. Click 7: This block describes children whose IQ’s and Reading scores are 70 or below. This is one of the criteria for the program. Click 8: When we combine these two groups it becomes apparent that there is a large group of students we’re missing. Click 9: For instance, if we draw a line where the Reading score = 90 (lower end of the average range), assuming children performing above the line are successful readers, those below are not… Click 10: What emerges is a large group of children with academic difficulties for whom there are no organized supports. Click 11: Note to Trainer: Point to the points. Indicate these are three students with similar score combinations. Each, however has a different instructional experience. Intellectually Disabled 60 80 90 100 110 70 120 Intelligence

Goals of RtI in Florida T i R – Thinking is Required
Identify students early. Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner. Modify instruction and implement evidenced-based interventions based on individual needs. Make informed decisions about what resources are needed to ensure student success. There are four primary goals of RtI: Catch students early, be proactive instead of reactive. Research has shown, that once students are two years behind in reading, they rarely catch up. Prevent over identification Find student specific skill deficit Closely monitor student progress

A Shift in Thinking The central question is not:
“What about the student is causing the performance discrepancy?” but “What about the interaction of the instruction, curriculum, environment, and learner should be altered so that students will learn?” This shift alters everything! We are going to have to shift our way of thinking about students. We need to shift our mind set away from always asking “What is wrong with the student?” We should instead be asking what can we change about the instruction, curriculum, learning environment, or the learner to help students be more successful. This shift alters everything in the way we think about and work with all of our students.

Changes that RtI brings…
Teachers will meet regularly in collaborative teams (PLCs) and with an increased focus on data. An emphasis on a collaborative approach among teachers to share best practices. Resources will be utilized in different ways. Students will receive services earlier in their school career. Part of RtI is convincing teachers that they are the experts…. And getting teachers to collaborate with one another and thinking outside the box on how to use resources.

Changes that RtI brings…
Earlier and more precise identification of problems. A more accurate identification of qualifying students for ESE. Decisions become more data driven. Assessments become a common tool to gauge student growth, classroom growth, and building wide growth. In schools where RtI has been implemented for a number of years, 90% of the students referred have qualified due to the RtI process.

Challenges to Implementation
The challenge of implementing an RtI system demands: adopting new beliefs, attitudes, knowledge, and skills. demonstrating the discipline to change what traditionally we have done. it’s not going to be quick or easy. We need to be able to give up our old ways of doing things in order to achieve better outcomes for all of our students.

Infrastructure After consensus has been addressed, we’ll begin to look at assessing and creating infrastructure. Tiers of services Problem solving model Different types of teams Professional development needs

Infrastructure Multi-Tiered System that supports RtI
Resources: time, personnel, materials Problem Solving Process Three teams that will look at data Principal leadership

What is the Multi-Tiered System that RtI supports?
Challenges to Implementation

Tiered Model of School Supports & The Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports. Tier 2: Targeted, Supplemental Tier 1: Core, Universal Instruction & Supports. Tier 1: Core, Universal Instruction & Supports. General academic and behavior instruction and support provided to all students in all settings. Tier 2: Targeted, Supplemental Interventions & Supports. More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 3: Intensive, Individualized Interventions & Supports. The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.

Tiers of Service Delivery
Problem Identification I II Response to Intervention III Problem Analysis Two important concepts illustrated in this depiction of the tiers of instructional support. Tiers are fluid in nature and student needs exist on a continuum and we need to arrange our resources so that students can access an intensity of service in proportion to their level of need. Discussions of whether a child is a Tier 2 student or Tier 3 student miss the point - the tier is immaterial, what is important is providing instruction that results in student success. Intervention Design

Tiers as Resources Here’s another way of looking at it.
Tier 1 instruction is present in all 3 levels. The purpose of Tier 2 is to improve the success of Tier 1. The purpose of Tier 3 is to improve the success of Tier 2.

Utilizing Resources… REMEMBER, student performance matters more than labels, locations and staff needs Find time without requiring additional personnel… Staggering instruction Differentiating instruction Cross grade instruction Skill-based instruction Before and/or after school In other words, creative time management The main goal needs to be improving student performance, regardless of label, location, or staff issues. Thinking creatively and outside the box is essential in providing the types, intensity, and frequency of interventions. For example, you may be able to stagger your instruction time by having one teacher at a grade level teach reading at a different time than the rest of the teachers so that she can provide small group instruction to struggling readers. Another idea is to have one teacher focus on specific skill instruction, such as phonemic awareness, and all students who have difficulties in that area would be sent to him for that skill instruction.

Palm Bay Elementary MASTER SCHEDULE 2009-2010
TIME KINDERGARTEN 1ST GRADE 2ND GRADE 3RD GRADE 4TH GRADE 5TH GRADE 6TH GRADE ANNOUNCEMENTS INTERVENTION READING BLOCK SCIENCE 8:10-8:58 ACTIVITY 8:10-8:40 8:10-9:40 8:15-8:55 8:40-10:10 EXTENDED P.E. 8:58-9:38 8:55-9:25 Intervention 9:30-10 LUNCH 14 min 10:00-10:36 WRITING 9:41-10:21 9:40-11:10 10:10-10:40 (3 to Recess) 10:12-10:54 BLOCK 1 10:24-11:04 10:30-11:09 10:21-10:51 10:42-11:37 10:40-12:10 10:50-11:40 MATH 11:05-11:35 11:10-11:40 11:07-11:47 11:10-12:10 11:40-12:15(3 to Recess) SCIENCE 11:35-12 11:40-12:29 11:40-12:40 BLOCK :15-2:20 12:02-12:40 11:50-12:20 12:19-12:58 12:17-12:57 12:45-1:45 12:20-1:20 12:40-1:00 1:00-1:20 SCIENCE SCIENCE 1:45-2:20 1:10-2:10 1:00-1:40 1:20-1:45 1:00-2:20 1:20-1:50 SCIENCE 1:40-2:20 SCIENCE 1:50-2:20 1:45-2:15 220 Dismissal 225

What is the Problem-Solving Process?

Problem Solving Process –Florida’s Model
Problem Identification What is the problem? Evaluate Did the plan work? Problem Analysis Why is it occurring? This is one way to visually depict the four step problem solving process. The is a representation of the state model. Develop and Implement Plan What can we do about it?

Problem Solving/RtI… “The Scientific Method”
Evaluate Intervention Effectiveness Analyze the Problem Monitor Progress Identify the Problem Design Intervention Implement Intervention J Once a problem is clearly defined by the problem solving team, the next step is to analyze the problem. This is a critical stage that is often missing in our current systems. Careful attention to gathering known and unknown information will help teams make sound defensible decisions that will lead to implementation of a well designed intervention. This intervention will have a greater likelihood for success. Through progress monitoring the PS team can evaluate student progress and make informed decisions about the effectiveness of the intervention. If the intervention is successful after the first attempt teams can make decisions about whether or not to continue, how to fade the intervention, etc. NOTE: The diagram on this slide illustrates the self-correcting nature of Problem Solving, in that if student data is not yielding the progress the team defined as acceptable, then team members may need to back up and revisit the previous steps of the process. L Timeline 28

Paradigm Shift Eligibility Focus Outcome Focus
Diagnostic/Test & Place Model Get label Outcome Focus Problem Solving/ Response to Intervention Model Get help Here is what the paradigm shift looks like. Before, we used a test and place model of diagnosing student problems and placing them in ESE classes. Now, we use problem solving and response to intervention to improve student outcomes, not to diagnose, test, and place. The perception was testing = help.

Outcomes of the Problem-Solving Model
Flexible use of all resources through greater coordination and communication among staff. Involved parents will have an understanding of their child’s ability as it relates to expectations. Interventions are implemented within the general education environment by the available staff. If you do problem solving well, you will improve communication within your staff, improve parent involvement, and improve intervention implementation.

School Leadership Team Individual Problem Solving Team
Problem Solving Teams School Leadership Team Teacher Data Team Incorporate new functions into existing teams. Individual Problem Solving Team

School Leadership Team
Members Function Administrator (facilitator) Guidance Counselor/Service Professional Instructional Coach(es) Primary/Intermediate Teacher(s) Exceptional Education Teacher(s) Activity Teachers(s) Provides vision for both academic and behavioral success Plan, implement and monitor the progress of school improvement Implement Response to Instruction/Intervention as a school-wide method of raising student achievement outcomes Systematically evaluates the school infrastructure, scheduling, personnel and curriculum resources, staff development, and procedures Leadership Teams use the Problem Solving Process to inform decisions concerning school wide implementation and changes to instruction, curriculum, and environment.

Build a Leadership Team
One individual can’t accomplish this level of school reform. The charge of the team is to guide the staff through the process.

The School Leadership Team must…
be seen as lead learners. be willing to learn the RtI model in depth. have skills in collaboration, communication, and leadership. learn about systems to support data based decision making. learn about evidenced-based research & multi-tiered interventions. learn about the problem solving process. It is crucial for team members to have good people skills and be willing to learn and engage in meaningful conversation about the RtI problem solving process.

Meeting the Challenges
How strong is the current core instruction and does it meet the needs of at least 80% of our students? Which student groups are at risk for failure? Does any over-representation of particular student groups exist in those students identified at-risk? How can existing resources be reallocated to support RtI? RtI provides school leaders with a means to engage in meaningful conversation and problem solving, including but not limited to determining the following: (read slide)

Elementary Math AYP Data
Percent Achieving Level 3 or Higher Expected Math Level Based on the data, the past 3 years 2 subgroups did not make AYP. Economically Disadvantage and Students with Disabilities. If the trends continue, this school will be in danger of not making AYP for the total school. It is important for the school leadership team to take a closer look at Tier 1. Total 71 69 73 White 77 72 76 Econ Disadv 48 38 47 Students w/ Disabilities 44 Expected Math Level 56 62 68 74 80 86 93 100

Problem ID In order to identify a problem, you’ve got to start with three pieces of data- Benchmark level of performance Student level of performance Peer level of performance

Problem ID Review Individual Student Data
Peers Benchmark Question posed to participants: “Does this graph depict a large group or individual student problem? Why?” Summary: This example clearly depicts an individual student problem. Based on the graph, we can see that the peer group is performing at or above benchmark, while the target student is well below. Student 38

Benchmark Peers Question posed to participants: “Does this graph depict a large group or individual student problem? Why?” Summary: In this situation the peer group and target student are well below benchmark. However the target student is performing significantly below his/her peers. Therefore, there are at least two possible data-based decision that could be made: A class-wide intervention and monitor the target student’s response or 2. A class-wide intervention AND additional instruction/intervention for the target student who is performing below the peer group NOTE: Providing intervention only for the target student and not the entire class WOULD NOT be an appropriate data-based decision Student 39

Benchmark Click 1: The horizontal blue line represents our benchmark level of performance Click 2: The red dot represents the target student’s level of performance Click 3: The box represents the peer level of performance Question posed to participants: “Does this graph depict a large group or individual student problem? Why?” Summary: Based on this graph we can see that both the target student and the peer group are well below benchmark. Therefore, it would be necessary to approach the problem at a Tier 1 or class-wide level. Peers Student 40

What does this graph tell you about the problem?
Student Peers Peer Comparison using A3.

Teacher Data Team Administrator Instructional Coach(es): Elementary –
Members Function Administrator Instructional Coach(es): Elementary – Grade Level Teams Guidance Counselor/Service Provider Utilize the problem solving process to meet needs of students Analyze data from Tier 1 and Tier 2 assessments to monitor the effectiveness of core instruction (Tier 1) and supplemental instruction (Tier 2) across the grade level or department Monitor fidelity of core Tier 1 instruction The Teacher Data Team uses the Problem Solving Process to inform decisions about grade level deficits and intervention grouping. The Problem Solving Process helps the team use their time efficiently and increases the probability that the right instructional or intervention decision will be made the first time.

Individual Problem Solving Team (IPST) (Formerly CST)
Members As needed Members Administrator (s) Guidance Counselor/Service Provider School Psychologist Classroom Teacher(s) Parents ESE contact/teacher Interventionist/Title 1 Teacher Speech/Language Pathologist Staffing Specialist Instructional Staff (coaches) Gifted Teacher Behavioral Analyst Occupational Therapist Physical Therapist Social Worker The Individual Problem Solving Team uses the Problem Solving Process to inform decisions about individual student academic or behavioral deficits.

Intervention Support from All Team Members
Intervention plans should be developed based on student need and skills as well as availability of staff. Teachers and other interventionists should not be expected to implement plans for which there is no support. Role of IPST members is to provide needed support. Support could mean: Tools to progress monitor Modeling of how to do the intervention The state sais.. Don’t develop a plan unless your willing to provide support. Again, the IAT has a huge responsibility in providing support to the interventionists. For example, if the teacher is going to be implementing an individualized behavior intervention plan, he/she cannot be expected to implement it without support from the team that helped develop the plan. In addition, the teacher must be part of that decision-making process or the intervention is destined for failure. An example might be a plan that requires the teacher to reinforce a student for appropriate behaviors every ten minutes . That teacher needs to be provided with help with doing that, whether it be by providing a beeper tape for the teacher to be able to observe the student every 10 minutes, stickers for a behavior chart, or modeling of how to do the intervention.

Implementation

TIMELINE: YEAR 1 Implementation of RtI will require:
Consensus among key players Establishing Problem Solving Teams at all levels Infrastructure to support RtI and problem solving processes and procedures Monitoring Implementation of RtI and Problem Solving processes Leadership and support of the school principal is essential to implementation success

The Commitment Set up systems that support:
Collection and use of student data A multi-tiered model of interventions Data-based decision making 3 Key Ideas: 1.Support the collection and use of student data 2. Use data to guide decision making 3. Use problem solving in the three tier model.

Key Issues to be Addressed for Teachers
Differentiating instruction Ongoing data collection and analysis Evidence-based intervention strategies Progress monitoring Problem-solving methods to facilitate data-based instructional decision making Professional collaboration skills This is the support that teachers will require. Teachers will need to have opportunities to participate in training related to RtI processes, procedures, and practices.

What do schools have to do differently under the RtI model?
To implement RtI effectively, schools must develop a specialized set of tools and competencies, including: A structured format for problem-solving The use of evidence-based interventions that address common reasons for school failure The ability to use various methods of assessment to monitor student progress in academic and behavioral areas

Question to Ponder How are our roles in the RtI process going to support student achievement?

MODULE 2 A Year in the Life of a Data Driven School
Welcome

A Year in the Life of a Data Driven School MODULE 3 Interventions & Progress Monitoring MODULE 4 Data-Based Decision Making MODULE 5 Scaling Up Develop a Plan for Year 2

Outcomes Participants will understand…
Examining Assessment Period 1 data and planning for Tier 1 instruction using B.E.S.T The types of data used in the RtI process Problem Analysis Problem Solving at Tier 2 Level Utilizing A3 to document RtI Facilitating effective data meetings Problem Analysis is done by looking at the data and identifying gaps between expectation and performance. Using the problem solving RtI model.

In order to implement RtI, you need a few pieces of infrastructure:
Capacity to Problem-Solve Capacity to Collect Data and Make Sense of it Capacity to Display Data Over Time Capacity to deliver instruction at different intensities (Tiered-levels of services) Reference to self-evaluation This is a marathon not a race. This is to help you focus your energies of what’s important for your school and where to start.

How do we tie all of these initiatives together?
Professional Learning Communities B.E.S.T These are the 3 major initiatives occurring within our schools now. They are all about continuous school improvement….. How do all of these initiatives relate? We need to connect all of the dots together…. So that our teachers don’t feel overwhelmed and think not just another initiative coming down the pike….. How does B.E.S.T. fit in RtI? HOW DO PLC’S FIT IN WITH RTI? Let’s look at BEST first? B.E.S.T stands for (BREVARD EFFECTIVE STRATEGIES for TEACHING). Wouldn’t this initiative be a perfect fit for Tier 1 instruction? Doesn’t Tier 1 in the RtI framework state that all students shall receive high-quality, core instruction? As we get better implementing BEST, I know our Tier 1 will in return become healthier. How do PLC’s fit in with RtI? THE FOCUS OF PLC’s IS HOW DO STUDENTS LEARN and WE LOOK AT THE DATA TO GUIDE US…. IF or HOW our STUDENTS ARE LEARNING….. PLC’S are the way to access teachers and give them the necessary professional development. ENSURING THAT STUDENTS LEARN A CULTURE OF COLLABORATION A FOCUS ON RESULTS The most expensive resource, least accessible to train, and they have the most impact on student achievement. PLC ARE USED TO FOCUS ON THE CORE AND TO PROBLEM SOLVE PROACTIVELY. PLC work on collaboration. We are not working in SILOS. PLC’S help us to commit to work together. R t I How do we tie all of these initiatives together?

Problem Identification What is the problem? Evaluate Did the plan work? Problem Analysis Why is it occurring? We will be using the data in all of the steps but we want to highlight that this is step 1… what you do in the beginning of the year. The data is what we are suing to identify the problems at Tier 1. Develop and Implement Plan What can we do about it?

Problem Solving – STEP Zero
“Step 0” in problem-solving model = building foundation for collaboration. Steps: Establish and maintain rapport among members. Formulate sense of trust and respect (How?) Clarify expectations for participation including roles and responsibilities, shared accountability, legal and ethical guidelines, preferred communication lines and so forth. Establish understanding for problem-solving process. PROBLEM SOLVING IS ALL ABOUT TEAM WORK VERSUS GROUP WORK. THE SCHOOL LEADERSHIP TEAM MUST MODEL THE “STEP 0” IN THE PROBLEM SOLVING MODEL. EFFECTIVE PROBLEM SOLVING IS ALL ABOUT COLLABORATION. MEMBERS MUST COME TO THE TABLE WITH NO HIDDEN AGENDAS …. COMMUNICATION LINES ARE OPEN, HONEST, AND A SHARED ACCOUNTABILITY IS EVIDENT… MEMBERS MUST ENSURE THAT THE TEAM STRUCTURE IS SOLID AND WORKING WELL IN ORDER TO EFFECTIVELY IMPLEMENT PROBLEM SOLVING.

Problem Identification What is the problem? What does your DATA say about student achievement? Evaluate Did the plan work? Problem Analysis Why is it occurring? We will be using the data in all of the steps but we want to highlight that this is step 1… what you do in the beginning of the year. The data is what we are suing to identify the problems at Tier 1. Develop and Implement Plan What can we do about it?

Problem Solving Step 1 Reference Problem I.D. to data. 60

I.C.E.L. DATA There are four primary goals of RtI:
INSTRUCTION CURRICULUM ENVIRONMENT LEARNER There are four primary goals of RtI: Catch students early, be proactive instead of reactive. Research has shown, that once students are two years behind in reading, they rarely catch up. Prevent over identification Find student specific skill deficit Closely monitor student progress Using ICEL as a part of the data collection process. Using ICEL helps you gather the applicable data to identify the problems for Tier 1. We don’t always assume the data is a reflection of the something wrong with student or the teacher. In fact the data is a reflection of all of these components and not just singling out just one. The data is the heart of I.C.E. L.

Using Data to… Analyze the past – How did we do? What can we do better? Plan for today, drive our instruction- What should we do differently? Diagnose-What specifically is the issue? Progress Monitor-Is what we are doing working? Predict the future

What Data Are We Looking At?
Historical & Current Academic Data *Student data *Class data *Benchmark data *Grade level data Formative Data Summative Data Progress Monitoring Behavioral Data Intervention Data Problem Solving at the beginning… Looking the whole school/big picture which that could be: Regression Lines AYP Trends Learning gains

Building Level Challenges: DATA
Collection What is collected and who collects it? How frequently is it collected? Organization Disaggregated by grade, gender, race, language, SES? Designed to answer specific questions (Tier 1/2 effectiveness? Display-necessary to evaluate RtI Goals/Benchmarks Aimline Trendline Rate The following slides outline important considerations for school buildings when beginning rolling out PS/RtI initiatives. These may also be addressed through the Small Group Planning and Problem Solving Process. These challenges will be revisited in subsequent training modules.

Looking Back… Summative Data Historical Data
We have we been and where are we going…..

Analyze the past – How did we do? What problems can we identify?
What can we do better? Have we accomplished our goals for the district, the classes, the students? What should change or the stay the same for next year?

Examples of historical summative data to help identify eco. Disadv.
Do you know who these kids are in your school?

Green is the percentage meeting proficiency.
Red is making learning gains. Purple is the lowest 25% making learning gains.

CORE REPORTS

Example: Turning Historical Data Into Action
Problem ID Several years of declining writing scores Why is problem occurring? Lack of consistency with curriculum and instruction in each class Lack of clear expectations for student behaviors and performance What will we do about it? This is example of a school from PASCO County. School used their historical data to identify the problem… writing scores

Problem Solving 4th grade Curriculum Issues
Donna-dilemna was there was no curriculum, all the teachers did their own thing, worried about declining test scores, no materials/resources to work with-until this document came from the state and district. -started PS Team-what to do about the writing scores-and though our Strategic Planning, we decided to use this document and some Annenburg videos with 4th grade teachers -our goal was to ensure we were using best practices, structured the hour writing block with writing workshop, and created a timeline for common prioritized assignments/lessons -Again, aligning-knowledge, resources, research, materials---to ensure we were providing high quality instruction in writing

Components/Implementation of Writing Workshop
Action Plan for attacking the writing dilemma.

Collected data over time to see if there “intervention” was working.

That doesn’t just happen… It’s the result of Problem Solving through Multiple Tiers of Instruction and monitoring Response to Instruction/Intervention.

The Power of Great Assessment: Using Rather Than Reporting Data
Use Data to: inform instructional strategies measure growth over time identify misunderstandings & measure mastery Report Data to: update parents, principals, school track student’s progress Reward or consequence students Summing it all up…..

Universal Screeners (Reading)
District Assessments FAIR (Part of ..) SRI Running Records

Essential Questions Are 75-80% of the students meeting proficiency based on the screening data or the common assessment data? Is the core curriculum meeting the needs of most (75-80%) of my class? The grade level? Is the classroom environment effective so that 75-80% of students respond to the classroom rules, procedures, and routines?

Florida Assessment for Instruction in Reading (FAIR)
A Universal Screening given 3 times a year Can help predict success on FCAT Helps determine areas of need, perhaps before it begins manifesting in the classroom Provides valuable information to begin the RtI/PS process

Purpose of Each 3-12 Assessment
RC Reading Comprehension Helps us identify students who may not be able to meet the grade level literacy standards at the end of the year as assessed by the FCAT without additional targeted literacy instruction. Maze Helps us determine whether a student has more fundamental problems in the area of text reading efficiency and low level reading comprehension. Word Analysis Helps us learn more about a student's fundamental literacy skills--particularly those required to decode unfamiliar words and read accurately. Reading Screen tests higher level Comprehension. 81

Purpose of Diagnostic Assessments
The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. Don’t spend a lot of time (expense/using up resources) to get a little bit of valuable data. Choose the right tools. To a Man with a hammer as his only tool, everything looks like a nail.

Digging Deeper How deep you dig depends on the intensity of the problem. OR

Diagnostic Assessments (Examples)
PSI PASI Running Records TDI Maze/Word Analysis Diagnostic Tools used to identify targeted specific skills.

Digging Deeper In order to be “diagnostic”
Teachers need to know the sequence of skill development Content knowledge may need further development Dig Deeper in two levels: 1st level: Knowing your content knowledge well enough to be able to predict common issues that students encounter. (If teachers are not experts, the Decision Trees are the guides to use.)

Utilizing A3 To Document RtI
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Using A3 to Manage RtI Data School Leadership Teams
Using CORE reports

Core Reports Is the Grade Level healthy?
Are we meeting the needs of our SUBGROUPS? Is the core meeting the needs of 80% of the students? This data display breaks down the population into several subgroups, looking at instructional level of performance. It allows us to look at subgroup data to determine effectiveness of core program for different groups. How effective is the core curriculum for subgroups of students? What conclusions can you make with regards to this data? The last 3 columns should follow a pattern in order to be considered effective.

Using A3 to Manage RtI Data Teacher Data Teams
Create an Area of Concern Enter Observations Set up/ record meetings

Click on name of student, hit enter, and scroll down the page to Areas Of Concern (Tiers 1-2).

Scroll down the page to Areas Of Concern (Tiers 1-2).

Click on “Green Symbol” to open new window to create Areas Of Concern.
* Note: Please add a new Area of Concern for each subject area (e.g. reading, math), behavior, etc. To DELETE an area of concern, click on the red X and then click on OKAY.

Select Learning Consideration by clicking on drop down box.

Enter information into Description Box and Comment Box
Enter information into Description Box and Comment Box. Click Okay to save information.

Click on red X to DELETE an area of concern and then click OKAY.
Once the Area of Concern has been created, your next step is to create as many interventions, progress monitoring updates, observations, assessments as needed . Click on Magnifying Glass to enter information on the following areas: Observations, Interventions, Progress Monitoring Click on red X to DELETE an area of concern and then click OKAY.

ADDING OBSERVATIONS Add OBSERVATIONS by clicking on the Green Plus sign . Then click Okay. Update the OBSERVATION by clicking on the Magnifying Glass To DELETE progress monitoring click on the red X and then click OKAY.

Parent Conferences and other meetings can be documented in the MEETINGS section.
Add MEETING information by clicking on the Green Plus sign Then click Okay. Update MEETING info by clicking on the Magnifying Glass To DELETE meeting info click on the red X and then click OKAY.

HOLDING EFFECTIVE TEACHER DATA TEAM MEETINGS

The Top 10 Barriers to Effective Meetings
No agenda is prepared Member sabotage with own agenda No time schedule has been set for the meeting No one is prepared No facilitator is identified No one agrees on anything No action plan is developed Everyone is off task Negative tone throughout the meeting Unclear who is responsible for what Pose the question at the top of the slide to the group.

Teacher Data Meetings Purpose Student Achievement
Collaborate to problem solve and plan interventions both at Tier 1 and Tier 2 level Monitor student progress Learn from each other

Defining Roles Facilitator Recorder Timekeeper
Work with your team to develop a job description for each of these Teacher Data team roles and assign a school-based person to each. Facilitator Timekeeper Recorder 103

Question to Ponder Specific to problem solving and data analysis, what skills and expertise does your training/ position bring to the RtI process? How are we supporting teachers? Are we checking in with teachers after the intervention is in place? Are the resources matching up with students’ needs. How can we address issues… lack of resources, lack of personnel,

MODULE 3 Interventions & Progress Monitoring
Welcome

A Year in the Life of a Data Driven School MODULE 3 Interventions & Progress Monitoring MODULE 4 Data-Based Decision Making MODULE 5 Scaling Up Develop a Plan for Year 2

Outcomes Participants will… Learn what makes a “good” intervention
Understand how to use the tiered framework to support interventions Recognize the requirement of progress monitoring in the RtI process Problem Analysis is done by looking at the data and identifying gaps between expectation and performance. Using the problem solving RtI model.

Support and Evaluation in Context
Highlight the two areas that will be focused on today. Intervention design – What are we going to do about it? Establish a student performance goal, develop an intervention plan to address the goal, and delineate how the student’s progress will be monitored and implementation integrity will be ensured. Ask, “What are we going to do about it?” Response to Intervention – Is it working? Use progress monitoring data to evaluate the effectiveness of the intervention plan based on the student’s response to the intervention. Ask, “Is it working?” If not, how will the intervention plan be adjusted to better support the student’s progress?

Where is the problem? Is this an individual student problem, or a larger, systemic problem? Where is the Problem Occurring? Are more than 20% of your students are struggling? Then we address the problem in the core instruction. We develop a group intervention. If the problem is between 5% and 20%, then we address the problem in a small group intervention

Why is the problem occurring?
Problem Analysis Why is the problem occurring? Instruction Curriculum Environment Learner Once we have identified the Problem, then we ask ourselves, “Why is taking place?” Analyze the problem using data to determine why the discrepancy is occurring. Instruction: Has/Is the student being instructed in that skill? Curriculum: Does the curriculum contain that targeted skill? Environment: Does the environment support the acquisition and display the skill? Learner – has the learner had the skill? Are there particular learner characteristics to be considered?

What are we going to do about it?
Develop and Implement an Intervention Plan Once a problem has been clearly defined and analyzed, we must take all of the information into account and develop an intervention.

Definition of Intervention
Instruction that supplements and intensifies classroom curriculum/instruction to meet student need Teach NEW skills to remediate a deficient skill Interventions are developed to help the student acquire the necessary skills to be able to eventually succeed independently An intervention needs to be a skill that is directly taught to students. Interventions supplement and intensify the core curriculum to meet the student’s need. We often confuse interventions with accommodations and modifications which are instructional changes not interventions. Reduction of spelling words is a good modification to reduce frustration, but it needs to be combined with an intervention that teaches the student how to spell. While moving a child’s seat to allow for closer proximity to the teacher is a good classroom management strategy, it is not an intervention… it is an accommodation.

Types of Interventions
Skill Deficit Student lacks skills to successfully complete task Performance Deficit Factors interfering with student’s capability of performing the skill Two-basic types of problems with student underachievement: Can’t do, Won’t do. Ask: What should a team do if they are unable to identify which type it is? Assume skill deficit and teach the skill with fidelity and progress monitoring. If problem still exists, then move to motivation-based interventions to encourage/prompt the target behavior(s) to occur. 114

Intervention Design Must Target the missing skill(s)
Include Explicit instruction Within a supported learning environment Purposeful Well-planned Based on data Focused on alterable variables within the Instruction, Curriculum, Environment Very Important!!! Intervention is matched correctly to the student need. Example: Student needs help with multisyllabic words, intervention is targeting main idea. Not matched to the students’ need. It is critical that the intervention has direct, explicit instruction targeting the deficit skill. Students are engaged in their learning in a small group setting that allows them to interact with the instructor. Designing a purposeful, well-planned intervention based on data will increase student progress.

Changing Tiers = Changing Intensity
Who Grouping Time 1 All students Whole group and small group 90 minutes a day 2 Below grade level students Small group instruction 30 minutes per day plus core instruction (2-3 days per week) 3 Severely below grade level students Small group instruction (2- 3 students) 30 minutes per day plus core instruction (5 days per week)

NASP 2008 Integrating the Tiers A good intervention plan is integrated across the tiers. The intervention supplements and intensifies the classroom instruction and/or curriculum. Tier 1 (Core) instruction present at all three levels Purpose of Tier 2 is to improve success in Tier 1 Purpose of Tier 3 is to improve success in Tier 2 Entire staff understands “triangle” and the available interventions at each Tier Supplemental and intensive interventions are in addition to core instruction A student intervention plan is integrated across the tiers Different tiers ensure that outcomes in Tier 1 are improved Principals should ensure that intervention plans have intervention support

Tier 1 While a Tier 1/classroom intervention documentation form is a helpful planning tool, schools should remember that teachers will need other resources and types of assistance as well to be successful in selecting and using Tier 1 interventions. For example, teachers should have access to an ‘intervention menu’ that contains evidence-based strategies to address the most common academic and behavioral concerns and should be able to get coaching support as they learn how to implement new classroom intervention ideas.

What is the Focus of Tier 1 ? Academic
High quality instruction and classroom management Universal Screening to determine each student’s level of proficiency Differentiated instruction is used and student’s progress monitored Differentiation occurs in small, teacher-led flexible groups during the 90 min block

What is the Focus of Tier 1? Behavior
High quality classroom management Effective school-wide discipline plan and/or positive behavior support Questions to ask? Do 80-90% of students in the school respond positively to the school-wide discipline plan? Does the behavior level of the target student differ significantly from that of the peer group?

Tier 2

Who are the students in need of Tier 2 level of services?
Performing below where they need to be. Need structured support over time to help them catch up to their peers. Students on track Students below grade level Students two grade levels below their peers Evidence-based” and “Research-based” can generally be distinguished as one having precedence established in the research journal literature – peer-reviewed. “Evidence-based” interventions can be developed through use of a research-based method for solving problems. “Interventions will be evidence-based if hypotheses are evidence-based.” For some problems, there is identifiable knowledge about how to predictably solve those problems. For some problems, we will lack sufficient information about what is needed and when to solve it. PS method involves the testing of assumptions about what is identified as a problem. Using data to link the identified problem and why it is occurring, naturally will lead to what to do to solve the problem. The additional collection of progress monitoring data will either support the intervention developed, or require adjustments to the plan. Note: This is a very different focus on the use of interventions than historically. Might be worthwhile with some teams to emphasize that explicitly. When interventions did not work in the past, focus became more of a problem with the student. With PS/RtI, progress monitoring data can validate discovery and development of the intervention plan. So, if intervention is not working, then it is a focus on a problem with using the PS model to identify the student’s needs, not the student’s disability or brain.

Match the Intervention to the Skill Deficit/Student Need
What is the root cause of the problem? Lack of Phonological Awareness Phonics/Decoding/Text Processing Fluency Comprehension Performance deficit or skill deficit? Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress Match intervention to root cause!

Could Look Like: Grouping: Fewer students than whole group
Time: 30 min, 5 x week or more. Outside the core Who: Students year below grade level What: Very direct instruction with high intensity Progress Monitoring: Every 2-3 weeks

Intervention Format Find the need Target the skill
MATCH to student need is priority. Find the need Target the skill Remediate the deficit

Is this Tier 2? Chantelle is a 3rd grader, whose FAIR scores in AP1 were RC 12%, DRLA grades are Aug. 72%, Oct. 54%, PSI results show weakness in digraphs. She is working in a group of 9 students 30 min x week receiving explicit instruction on decoding digraphs and then practicing reading decodable texts. Table Top Talk Is there other information needed to make a better informed decision?

Is this Tier 2? Carlos is a 4th grader. His FAIR scores for AP1 were RC 12%, Maze 20%, WA 30%. PSI shows deficit in skill 5 (silent e). He is working on decoding and comprehension skills in a group of 6 students, 20 min, 3 x week within the 90 minute reading block. The questions becomes is this level of service enough to close the gap? Get the student on grade level by the end of the year?

Recording Intervention
1 X Phonics/decoding Intervention Teacher PSI Direct instruction & practice with focus on silent – e, vowel teams 9/7/10 X What data is missing in order for you to make the decision or analyze the problem? X X X October 5, 2010

Tier 3

Could Look Like: Grouping: 2 – 3 students
Time: 30 min, 5 x week or more. Outside the core Who: Students substantially below grade level. What: Very direct instruction with high intensity. Progress Monitoring: Once per week Students should receive core instruction with their peers. Is this special ed/ESE? These students have been identified as having significant needs and require ample additional instruction to help them succeed. Progress Monitoring: These students have such gains to make that weekly data are important for determining progress. Without this information, it is hard to determine what is going well and what needs to be fixed. The weekly data help you as a teacher to decide whether your intervention is working.

Intervention Format Find the need Target the skill
MATCH to student need is priority. Find the need Target the skill Remediate the deficit

Example: Core Instruction: Whole group instruction for 30 minutes; Differentiated small group instruction for minutes. Tier 3 Intervention: 30 min; 5x week; students in a group; working on early phonemic awareness skills. Progress monitored weekly with PASI. Doctor example: You broke ankle, Doctor confirms with x-ray. He decides to give you aspirin. You expected a cast, crutches. Dr. insists aspirin is enough. You understand the aspirin will be helpful, but know that without other support, your ankle will take a long time to heal if ever.

Intervention Resources

Classroom Interventions CRITICAL AREAS
Reading MATH Numeracy/Calculation Problem solving/Reasoning Fluency Letter knowledge Phonemic Awareness Phonics Vocabulary Fluency Comprehension BEHAVIOR Motivation Disruptiveness Organization

Progress Monitoring After a sufficient amount of time for the intervention, the team should meet and discuss whether the intervention is working for the student(s). All relevant data showing progress overtime should be used to reevaluate the student’s functioning and determine the next steps for the student(s). This data should include time-sensitive information, such as data charts that measure a child’s progress daily or weekly, and may include other data such as class grades or group-administered assessments.

What is Progress Monitoring?
“An ongoing process of using student performance and other data to guide instructional and intervention decisions” There are 3 major reasons to use progress monitoring…. To see whether a specific intervention is working. To show students the outcomes of their learning and engage them in the intervention. To provide information about how best to change your instruction if needed.

Key 1: Choose a Progress Monitoring Tool
Must match intervention/instruction Should be a quick tool Curriculum Based Measurement – Short, quick probes based on skills Examples: Running records PASI PSI Math Probes There is a risk…don’t let the data collection process overpower rather than support instruction. Make it a priority to collect high quality data that yields high-quality information for instructional purposes. Support decision making such as whether to Continue Change or Adjust Instruction.

Key 2: Establish a Progress Monitoring Schedule
Assess as often as needed to inform instruction Varies by Tier Tier 1 – 3 to 4 times a year Tier 2 – 2 to 3 times a month Tier 3 – Weekly Monitoring frequency increases with instructional intensity. Serves a multifunctional purpose Establish a baseline Identify growth Measure performance over time It is very important to establish who will conduct the progress monitoring. Best practice is the teacher who is implementing the intervention, should be the person who progress monitors.

Key 3: Interpret the Progress Monitoring Results
Use results to inform instruction Data could be graphed to provide a visual illustration of where students began (baseline), where we want them to go (target line), and performance over time (trend line)

Modifications When Progress Monitoring shows intervention is not effective enough Change intervention strategies Add time to intervention strategies Reduce size of intervention group Change intervention instructor

What if Nothing Works? Recycle back through problem solving
Is the problem correctly identified? Is the hypothesis correct? Was the intervention implemented correctly? Was the data collected correctly? Modify duration, frequency, etc. Will take time, especially if Tier 1 and Tier 2 were implemented correctly

Individual Problem Solving Team A review of IPST Forms for Brevard County District Personnel

Individual Problem Solving Team Function, cont …
A student should not be referred to IPST if it is known that the problem is instructional, curricular, or environmental in nature and if can be handled within the Teacher Data Team problem solving process. However … If this is the case, the resources of IPST should be used to assist in the process to solve the problem. Remember, we are still learning RtI and going through growing pains! .

Individual Problem Solving Team Function, cont …
If this is the case, the resources of IPST should be used to assist in the process to solve the problem …. Examples of growing pains: Ex: If teachers come ‘with the wrong data’ … assist and help develop knowledge of what ‘the right data is’, making maximum use of IPST resources and knowledge. (It’s all about teamwork!) Ex: After IPST collects and analyzes more data, the problem is determined to be an instructional, curriculum, or environmental problem, the IPST will assist in the solution by use of the problem solving method.

Individual Problem Solving Team Criteria for ‘Referral’ from TDT
The criteria for a child to be referred from the Teacher Data Team (TDT) to the IPST is that data should show: a significant discrepancy between the student and the benchmark a significant discrepancy between the student and peers an insufficient learning growth rate in both Tier 1 data and Tier 2 data (assuming Tier 1 and Tier 2 fidelity and effectiveness).

Elementary Teacher Referral to IPST: An example

Elementary Teacher Referrals An example, Documentation

Elementary Teacher Referral to IPST: An example
The others are all ‘responding to intervention’ – although Clark will be monitored closely At this point, third intervention cycle, Ben will be ‘referred’ to IPST

The Forms: Let’s Dive In!

IPST Form 1 Historic and Cumulative Review
WHO: Completed by the classroom teacher or other staff as appropriate (e.g., guidance counselor, school psychologist, school social worker). WHAT: Review of cumulative record (or A3) to address areas of attendance, enrollment history, academic history, retentions, previous psycho-educational testing, etc. WHEN: When a teacher has concerns about a student academically or behaviorally that warrants further investigation of the problem. This is the first information to be gathered before collaborative meetings (grade level meetings, department meetings, before any problem solving meetings). WHERE: The cumulative record, IPST file and A3 are resources for obtaining the requested information. WHY: When considering why a student is having academic or behavioral problems, information that is obtained through A3 and/or the cumulative record can help identify areas that may be impacting performance (e.g., history of attendance problems, high mobility, sensory concerns, a 504 plan, etc.). HOW: If available, the A3 print out can be attached to relieve the teacher from re-copying information. When completing RtI Step 1, simply attach the A3 print-out and complete other areas specified on RtI Step 1 that are not contained within A3 information. Add comments if needed when the response to any item is “yes.”

IPST Form 2 Parent Contact and Staff Consultation
WHO: Completed by the classroom teacher. WHAT: Documenting parent/guardian and staff consultations. In addition, the form documents plan of action and outcomes of consultations. WHEN: When a teacher identifies an academic or behavioral problem that may benefit from communication with the parent. The staff consultations section is accessed when the teacher needs support or assistance from other professionals within the school community. BOTH PARENT CONTACTS DO NOT NEED TO BE MADE BEFORE BRINGING TO TEAM. One parent contact SHOULD be initiated when concerns arise as best practice. Usually this is when a PMP in initiated. WHERE: When consultations with itinerant professionals may be needed, simply the school psychologist, school social worker, or other professional to request a consultation or leave a note in their mailbox at the school. For consultations with staff at the school, simply arrange a meeting. WHY: To document that the parent is notified and current with their child’s progress. In addition, this form allows for flexibility and precision in consultation with colleagues and relieves the teacher of scheduling a large group meeting when problems first arise. Furthermore, If the student is eventually referred to the PST and an evaluation is requested, State Board Rules indicate that at least two parent conferences must be held with the parent prior to considering eligibility for exceptional student education. This form easily documents those contacts. (This information may also be entered into A3). HOW: Indicate date of contacts/consultations with parents and staff. For the “plan/outcome” section of the Parent/Guardian contacts, indicate what the teacher and parent agree to do to address the student’s issue. For follow-up parent contacts, indicate the outcome of the prior plan. If the previous teacher is on-site, determine if the student had similar problems in the past. If so, determine if the previous teacher had a plan to help the student be successful and utilize a similar plan if appropriate. For the “plan/outcome” section of the Staff Consultations, indicate what the teacher and staff agree to implement in order to address the student’s issue. Provide outcome anecdotal information and data as appropriate.

IPST Form 3A Current Data
WHO: Completed by the IPST TEAM and classroom teacher for elementary students. At IPST meeting, the team may request that another teacher/professional provide input who currently works with the student. For middle and high school students, at least 2 teachers currently working with the student should provide input. A second IPST observation form is required by federal statutes and State Board Rules if the student is referred for a comprehensive evaluation. Statutes further specify that the second observer must be a member of the multi-disciplinary team. WHAT: Provides essential information regarding a student’s level of performance compared to benchmarks and peers. In addition, this form identifies enablers and inhibitors to academic and/or behavioral success. WHEN: When a teacher is considering developing Tier 1, Tier 2, or more intensive individual interventions for students and wants to begin isolating factors that may lead to successful problem identification and analysis. WHERE: By direct observation of the student within the classroom regarding work habits and by reviewing sources of class-wide data and grade level data. In addition, formative assessments provide information regarding academic performance compared to benchmarks and peers. WHY: Successful identification of enablers and inhibitors will better guide teachers to develop effective interventions. In order to complete a GAP analysis, the student data, class data, grade level, and benchmark data on the same measure must be collected. This will help determine the magnitude of a gap. HOW: For item 1, simply place a check mark by the section indicating how the student is performing compared to expectancy. Utilize data from Tier 1 Core assessments such as FAIR, District assessments, common assessments in the school or district within the curriculum, etc., and formative assessments to determine the student’s academic performance level. For items 3 and 4, determine what percentage of the class has similar problems. Do not make subjective judgments about the percentage of students having similar problems; rather use your class-wide data and/or grade level data to make this determination.

1. Academic Enablers

(check one box in each row)
1. Academic Enablers (check one box in each row) Always Usually Sometimes Never Attends class regularly √ Is on time for school/class Completes class assignments Turns in homework Follows directions independently Appears motivated Teachers bring/share this information Note – these are also good items (among others) for secondary teachers to enter into ‘OBSERVATIONS” in A3 as they are contributing information at that level.

2. Current Peer Comparison and Benchmark Data

2). Peer & Benchmark Comparison for Gap Analysis
(Enter scores for specific area(s) of concern only) Student Score/ Performance Class Average / Performance Grade Level Avg. /Performance Benchmark DRLA (Reading Proficiency)DRLA FALL 65% 89% 85% 70% FAIR (specify score or subtest: PRS, FSP, Reading Comp, TDI subtest, Maze, Word Analysis, Vocabulary, etc.) AP1, AP2, AP3 Running Records (RR) st 9 Weeks 14 22 20 16-18 Curriculum Based Tests (Common Assessments. Ex: Weekly Tests, etc) Math (problem solving, calculation) Written Expression Oral Language Expression Behavior (specify) Other Assessment: DRLA Placement BOY 92% 90% Guidance or School Level Teachers bring this Teachers bring this

3. What percentage of the class is experiencing similar problems – academic and behavior?

IPST Team Process Step 3A, cont.
Identification of the Problem Are less than 5% of the students struggling? Are between 5% and 20% of students experiencing this same problem? Are more than 20% of the students experiencing the same problem? Go to individual problem solving Look at the instruction, curriculum, and environment in the core instruction to develop group intervention Develop small group intervention. Adapted from: Heartland AEA 11, Improving Children’s Educational Results Go to intervention evaluation

PS/RtI Process Step 3A, cont.
Problem Identification Problem Identification 3). What percentage of the class exhibits similar academic problems? ___ 5% or less ___ 5%-20% ___ 20%-50% ___ Over 50% 4). If behavior is unsatisfactory, what percentage of the class exhibits similar behaviors? ___ 5% or less ___ 5%-20% ___ 20%-50% ___ Over 50% Most likely not a learner-centered problem

IPST Form 3B Problem ID, Gap Analysis, Goal Statement, Hypothesis
WHO: Completed by the TEAM at an individual IPST team meeting. At an IPST meeting, the team may request that another teacher/professional provide input who currently works with the student. It is recommended that a team approach be utilized to complete these steps. For item 5, Determine the Gap. The Gap is the answer found when dividing the expected benchmark score by the current student performance. For example, to determine Tier 1 effectiveness, divide the expected benchmark score by the average of student performance on the grade level instead of one student score. For individual student gaps, divide the expected benchmark score by the individual student score. The score reflects the gap the student needs to close to be on grade level. Determine if the Gap is significant. A Gap above 2.0 is usually considered significant. For item 6, utilize the directions for the RIOT by ICEL form and the worksheet and attach. Other observation forms of the instructional practices, curriculum, environment, and learner may be attached in place of RIOT by ICEL as long as the areas are all considered (not just the learner). For item 7. Determine the Gain the student needs to make to close the GAP. To identify the necessary gain subtract the student’s current performance (or group average of current performance) from the expected benchmark in the next benchmark period. The Team determines what progress is realistic for the student. Divide the necessary gain by the realistic progress to determine the number of weeks for intervention. This calculation will help the team determine the level of intensity necessary to achieve the goal. At this point the Aim Line can be set. Ex: 30 words per minute / 3 words per week expected growth = 10 weeks for the intervention. Given the current student performance of 30 words per minute, and growth of 3 words per minute per week, ten weeks from intervention implementation would set the aim line. WHAT: Provides essential information regarding a student’s level of performance compared to benchmarks and peers in terms of magnitude. WHEN: When a team is considering developing Tier 3 or more intensive interventions for individual students and wants to begin isolating factors that may lead to successful problem identification and analysis. WHERE: By direct observation of the student within the classroom regarding work habits and by reviewing sources of class-wide data. In addition, observing the environment and instruction will provide information to develop the goal statement.

IPST Form 3C Data Collection for Behavior Concerns
WHO: This form (or one like it) is to be completed by the team with input from the classroom teacher, school psychologist, guidance counselor, or school social worker. If completed by a professional other than the classroom teacher, the teacher must provide input. WHAT: This step in the process includes information to determine the cause and function of behavior (functional behavioral assessment). WHEN: Step 3C should be used when a student is exhibiting behavioral difficulties that are not responding to Tier 1 and Tier 2 behavior interventions. In addition, it is recommended that RtI Step 3C is completed prior to completing RtI Step 3b, as the information will be useful in developing goal statements. WHERE: Behavioral concerns may be manifested in multiple settings. RtI Step 3C readily captures the settings and activities in which these behaviors are most likely to occur. Other observation data collection forms may be used. WHY: In order to develop a meaningful behavioral intervention plan, it is important to identify the function (pay-off) of the interfering behavior and the environmental condition in which the behavior is most likely to occur. By having the teacher orally respond during the IPST meeting to the questions embedded in this form, the team is more likely to generate interventions linked to the specific problem area. HOW: At the IPST meeting, the IPST Chair will ask the teacher the questions designated on RtI Step 3C. The chair will fill in 3C based on the teachers’ and other responses to the data.

IPST Form 4 Intervention Design and Evaluation
WHO: The Intervention Design and Evaluation Form will be completed by the IPST team. The classroom teacher, intervention teacher, or person providing targeted intervention to the student will provide input regarding the data points and progress monitoring. A fidelity log may also be attached for evaluation purposes. The intervention teacher provides documentation as to the intervention itself (absences, frequency, etc.), the TEAM evaluates the effectiveness of the intervention and makes decision (in the middle of the page). WHAT: Step 4 includes information to identify the specific intervention(s) being implemented as well as the provider of the intervention, the group size, the frequency of the intervention, the duration of session (time), the begin/end date of intervention, the baseline data, the tool used to monitor the progress (assessment tool), and progress data toward goal. WHEN: Step 4 will be used when intervention is started. Only include interventions during current school year. In addition to the identified intervention, teachers may be utilizing another intervention. In other cases, teachers may be implementing a second intervention because of poor response to the initial intervention. WHERE: The person directly providing the intervention will supply the information to complete this form. WHY: Step 4 is used to document interventions attempted and the student’s response. Data will indicate if the research-based intervention should be continued or if other intervention(s) may be more effective.

IPST Form 5 Analysis of Intervention and Recommendations
WHO: Step 5 is completed by the IPST Chair with input from the teacher/ intervention provider and other team members. WHAT: Step 5 is based on data collected throughout the problem solving process, and the team determines the educational needs based on the student’s response to interventions. WHEN: RtI updates and recommendations are made when the data is sufficient to indicate a response. IPST 5 occurs as the final stage of the IPST meeting. WHERE: The necessary data is documented throughout the entire process and specifically is identified on the Intervention Design and Evaluation Plan (IPST FORM 4). WHY: Data drives the problem solving process. Through accurate documentation of the progress monitoring process, the team will have sufficient data to make important educational decisions about the student. These decisions may include maintaining the current intervention, modifying the intervention, terminating the intervention, or referring to alternate programs or for a social history and/or psychoeducational evaluation. HOW: The IPST Chair will guide the team through this phase of the process by asking guiding questions. The data that is collected throughout Step 4 will be used to determine if the problem has decreased, stayed the same, or increased. All attendees at the meeting will sign on the bottom of Step 5 on the designated lines. It is important for the IPST Chair to determine at the meeting the date/time of the next meeting (if applicable) to discuss response to intervention (RtI). The parent should be provided with a copy of Step 5 when completed as it will provide them with the team decision(s) and the date/time of the follow-up RtI meeting (if needed). The IPST Chair should maintain an on-going log of the dates/outcomes of the IPST meetings. The log should include the name of the student, teacher, dates, and type of problem (e.g., reading, behavior, etc.). Recording the number on a log that corresponds to the “Team Decision(s)” section of Step 5 is an easy method to track the team based decisions at a school building.

IPST Team Process Step 5, cont.
Team Decisions __ Discontinue interventions, goal achieved __ Continue current intervention(s) Follow-up ___ __ Modify current intervention(s) Follow-up _____ __ Place in alternative program: _______________ __Complete further psycho-educational assessment __ Develop 504 Plan (if student meets criteria) __ Refer to social worker for social/developmental history __ Refer to behavioral analyst __ Perform additional assessment: _____________ __ Other: _____________________________________

Final Thoughts…. Your EXIT ticket

Response to Intervention for District Personnel
THANK YOU!!

RtI Overview for District Personnel Modules 1-3

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