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Everything You Always Wanted to Know about Problem Solving and Response to Intervention… Dont be Afraid to Ask! Laura Boynton Hauerwas, Ph.D. Ina S. Woolman.

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Presentation on theme: "Everything You Always Wanted to Know about Problem Solving and Response to Intervention… Dont be Afraid to Ask! Laura Boynton Hauerwas, Ph.D. Ina S. Woolman."— Presentation transcript:

1 Everything You Always Wanted to Know about Problem Solving and Response to Intervention… Dont be Afraid to Ask! Laura Boynton Hauerwas, Ph.D. Ina S. Woolman Providence CollegeRI Department of Education

2 Response to Intervention (RTI) What is it? a problem-solving philosophy an intervention system a way to monitor progress a shared responsibility

3 RTI: a problem solving philosophy If a student isnt performing as expected, we will change what WERE doing … and continue problem solving until we find what works.

4 What is problem-solving? 1. Problem Identification 2. Problem Analysis 3. Plan Development 4. Plan Implementation 5. Plan Evaluation Revise Modify Intensify With Expanding Support A decision making process

5 What is the discrepancy between what is expected and what is occurring? 1. Problem Identification

6 Why is the problem occurring? 2. Problem Analysis

7 What is the goal? What is the intervention plan? How will progress be monitored? 3. Plan Development

8 How will implementation fidelity be ensured? 4. Plan Implementation

9 Did the student(s) respond to the intervention? 5. Plan Evaluation CELEBRATE? REVISE? MODIFY? INTENSIFY? WITH EXPANDED SUPPORT?

10 Carrying out Interventions and utilizing data are inseparable in the problem- solving process

11 RTI: an intervention system School-wide system Foundational curriculum Variety of Interventions Systematic Assessment Plan Data-based decision making process

12 First Floor -Primary All students Comprehensive core curriculum Differentiated Instruction Flexible grouping Benchmark assessments 3 times a year Preventive and proactive

13 The Roof -Secondary Programs, strategies, procedures to enhance and support primary program a.Focused group and individual interventions b.High efficiency, short term c.Progress Monitoring assessments twice a month d.10-15% of students

14 The Chimney - Tertiary Different Architecture Scheduling Delivery

15 What is an intervention? Instruction that supplements and intensifies classroom curriculum/instruction to meet student need Academic or Behavioral Standard Protocol or Individualized All interventions must have plan of implementation, criteria for successful response, assessment to monitor progress

16 Response to Intervention… are we there yet? Instruction Intervention Whats next? Intervention Intervention Consider adding Special Education support Regular Education

17 What do you mean by intensifying an intervention? Professional Curricular Focus Specialization of Instruction Frequency of Progress Monitoring Classroom Teacher 5 areas Differentiated Instruction 3 times a year Teacher with specific expertise Less than 5 Task Analysis Multiple opportunities for Guided Practice Monthly or greater Specialist 2 or less Systematic Instructional Sequence Extensive opportunities for feedback Weekly

18 Never argue with the data Let it drive your decisions Teachers use assessments as formative tools to inform instruction School administrators use assessment data to help teachers meet the needs of students by providing necessary staff development and changes in curriculum Teachers use progress monitoring assessments to determine if students are responding to instruction and intervention

19 Using Progress Monitoring Data to Chart RTI

20 Grouping students for instruction based on student skill, monitoring their progress over small periods of time, adjusting instruction based on the data and providing kids feedback on their performance … one of the most powerful sets of educational practices that exists. ~Dan Reschly

21 Impact of RTI on Student Learning Treatment/InterventionEffect Size Special Education Placement-.14 to.29 Modality Matched Instruction (Auditory)+.03 Modality Matched Instruction (Visual)+.04 Curriculum-Based Instruction/ Graphing and Formative Evaluation +.70 Curriculum-Based Instruction, Graphing, Formative Evaluation and Systematic use of Reinforcement +1.00

22 Questions YOU need to ask about data tools Does your district assessment plan include progress monitoring tools that give you the information you need? Do you have a way to efficiently manage and graph student progress data?

23 Where do we find out more about tools to monitor progress?

24 How do you coordinate all this?

25 RTI: a shared responsibility This is about each and every … –Student, class, school and district For district-wide success, it needs to be everybodys business Michigan Teacher Network at

26 Expanding Circle of Support School-Based Problem Solving Team EL Teacher Special Educators School Psychologists-Diagnosticians Special Education Students Teachers Parents Reading Specialist Counselor Other Specialists

27 Lessons learned about Teaming: Problem solving = seen as neither a general educator or a special educator process … but an EVERY EDUCATOR process Flexible scheduling needed to allow for team participation and provision of interventions by needed education and support personnel

28 More lessons learned about Teaming: Buildings may have one or more teams - functions and membership of support team(s) vary as appropriate: –During the process –Depending on purpose –Depending on student characteristics and need Support may begin in grade-level meetings or other collegial gatherings Building administrator involvement is essential

29 Dont be afraid to ask… Contacts: Listserv – send an email request to Laura Boynton Hauerwas, Ph.D. Professor of Education Providence College, Chair – State Learning Disabilities Committee, Facilitator – PLUS Demonstration Schools Ina S. Woolman RI Dept. of Education, Office of Special Populations, Staff – State Learning Disabilities Committee, Member – PLP Committee

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