1. Response to Intervention The Implementation Process “Plans and Strategies” Part I

2. Today’s Agenda Review of: Review of: The Components of RTI The Components of RTI Universal Screening Universal Screening Progress Monitoring Progress Monitoring Tiered Instructional Approach Tiered Instructional Approach Fidelity of Instruction Fidelity of Instruction Data Based Decision Making Data Based Decision Making Data & Data Management Data & Data Management Data Analysis Data Analysis Data Management Options Data Management Options Curriculum Based Measures (CBM’s) Curriculum Based Measures (CBM’s)

3. Today’s Agenda A Review of: A Review of: The Tiered Approach The Tiered Approach Tier I (Core Instruction) Tier I (Core Instruction) Tier IA (Collaborative Differentiated Instruction) “optional” Tier IA (Collaborative Differentiated Instruction) “optional” Tier II (Interventions based on Data) Tier II (Interventions based on Data) Tier III (Intense interventions via Problem Solving / Possible assistance through Special Education) Tier III (Intense interventions via Problem Solving / Possible assistance through Special Education) Break Break

4. Today’s Agenda Collaborative Instruction “A closer look” Collaborative Instruction “A closer look” Change Theory Change Theory Differentiated Small Group Instruction Differentiated Small Group Instruction Instructional “teaming” Instructional “teaming” The planning process The planning process Staff Development; Child Study; & Collaborative Instructional Planning Staff Development; Child Study; & Collaborative Instructional Planning Scheduling Scheduling Establishing the Foundation for Change Establishing the Foundation for Change Analyze your “current data & instructional approach” Analyze your “current data & instructional approach” Redefine the roles of your building team. Redefine the roles of your building team.

5. Today’s Agenda Implementation Discussion Implementation Discussion Readiness Survey? Readiness Survey? Establishing a Leadership Team Establishing a Leadership Team Initial Building-Level Training Initial Building-Level Training Determine an Implementation Approach Determine an Implementation Approach Wrap Up Wrap Up

6. Rationale for RTI “Review” Re-establish the principle’s of RTI for everyone. Re-establish the principle’s of RTI for everyone. Establish a common “starting point” for on-going discussion during this presentation. (We will hopefully all be in the same book… if not on the exact same page.) Establish a common “starting point” for on-going discussion during this presentation. (We will hopefully all be in the same book… if not on the exact same page.) RTI can & should address the needs of your building as long as the core elements are in place! RTI can & should address the needs of your building as long as the core elements are in place!

7. Components of RTI Universal Screening Universal Screening All students in all grades are screened 3 times / year (This can be done through the use of an established data management system (AIMSweb) All students in all grades are screened 3 times / year (This can be done through the use of an established data management system (AIMSweb) The probes are “down-loaded” directly to the computer. The teacher marks all tallies via the mouse & the student data is then “up-linked” to the system. (No reentry of data is needed). The probes are “down-loaded” directly to the computer. The teacher marks all tallies via the mouse & the student data is then “up-linked” to the system. (No reentry of data is needed). Curriculum Based Measures “Benchmarking”. Curriculum Based Measures “Benchmarking”. Grades “K-1” - the reading focus is on phonemic awareness & phonics skills in the screening process. Grades “K-1” - the reading focus is on phonemic awareness & phonics skills in the screening process. Grades “2-8” - the reading focus is on fluency assessments. (Research supports that there is a strong correlation between a reader’s fluency and their reading comprehension skills.) Grades “2-8” - the reading focus is on fluency assessments. (Research supports that there is a strong correlation between a reader’s fluency and their reading comprehension skills.)

8. Components of RTI Universal Screening Universal Screening Benchmarking (continued) Benchmarking (continued) Grades “K-1” - the math focus is on number identification, counting, sequencing and quantity discrimination. Grades “K-1” - the math focus is on number identification, counting, sequencing and quantity discrimination. Grades “2-8” – the dual math focus is on Math Fact Probes (used to determine the students level of automaticity); and Math Computation Probes (used to determine accuracy and understanding of the process in advanced addition, subtraction, multiplication, and division problems. Grades “2-8” – the dual math focus is on Math Fact Probes (used to determine the students level of automaticity); and Math Computation Probes (used to determine accuracy and understanding of the process in advanced addition, subtraction, multiplication, and division problems.

9. Components of RTI Progress Monitoring Progress Monitoring Students who’s data falls below an established national, district or building “norm” score in any of their three benchmarks will have their progress monitored to determine if there is a need for intervention. Students who’s data falls below an established national, district or building “norm” score in any of their three benchmarks will have their progress monitored to determine if there is a need for intervention. If a student falls below a projected line of progress (aim line) 3 consecutive monitoring sessions, or until a trend materializes…the classroom teacher will begin to implement classroom level interventions to correct the deficiency. If a student falls below a projected line of progress (aim line) 3 consecutive monitoring sessions, or until a trend materializes…the classroom teacher will begin to implement classroom level interventions to correct the deficiency. Progress monitoring is recommended at least every two weeks and more frequently based on situational needs. Progress monitoring is recommended at least every two weeks and more frequently based on situational needs.

10. Components of RTI Tiered Instructional Model Tiered Instructional Model Each tier represents an increasingly higher level of services that tie directly to the level of need of the students. Each tier represents an increasingly higher level of services that tie directly to the level of need of the students. Research states that 80 – 90% of students will be successful with “standard” instructional strategies. Research states that 80 – 90% of students will be successful with “standard” instructional strategies. There will be between 5 – 10% of students who will require targeted instruction that will remediate their reading difficulty. There will be between 5 – 10% of students who will require targeted instruction that will remediate their reading difficulty. There will be between 1 – 5% of students who will require intensive, highly specialized strategies to remediate their reading difficulty. There will be between 1 – 5% of students who will require intensive, highly specialized strategies to remediate their reading difficulty.

11. The RTI Triangle. Highly Intense Intervention for 1 -5% of t he student population. Can include Spec. Ed. Services Targeted Intervention: Designed to meet the needs of 15% or less of students. Involves both Standard Treatment Protocol and the Problem Solving Model Teacher lead “General Instruction” Should be meeting the needs of approximately 85%of your students. Requires that the core curriculum be based on scientifically reliable research.

12. Components of RTI Fidelity of Instruction / Implementation Fidelity of Instruction / Implementation Provide students with a core program (reading, math…) that will be successful in meeting the need of 80 – 90% of our students. (As per the prescribed scope & sequence.) Provide students with a core program (reading, math…) that will be successful in meeting the need of 80 – 90% of our students. (As per the prescribed scope & sequence.) Create a culture where we see the value of using data to drive instruction. Create a culture where we see the value of using data to drive instruction. Implement and interpret the screening and progress monitoring tools with integrity. Implement and interpret the screening and progress monitoring tools with integrity. Continuously monitor data to determine the effectiveness of any chosen intervention in each of the 4 tiers. Continuously monitor data to determine the effectiveness of any chosen intervention in each of the 4 tiers. Monitor all interventions for integrity of implementation and effectiveness through established procedures. Monitor all interventions for integrity of implementation and effectiveness through established procedures.

13. Components of RTI Data based decision making Data based decision making Use data from the student’s Instruction, Curriculum, Environment and Learning Style to determine need and then select the appropriate strategy to address the needs. (This becomes a cornerstone to addressing the deficiencies of those students who are in the 5 – 10% range needing specific instructional support.) Use data from the student’s Instruction, Curriculum, Environment and Learning Style to determine need and then select the appropriate strategy to address the needs. (This becomes a cornerstone to addressing the deficiencies of those students who are in the 5 – 10% range needing specific instructional support.)

14. Curriculum Based Measures in the RTI Process CBM’s were developed more than 20 years ago by Stanley Deno at the University of Minnesota through a federal contract to design a reliable and valid measurement system for evaluating basic skill growth. CBM’s were developed more than 20 years ago by Stanley Deno at the University of Minnesota through a federal contract to design a reliable and valid measurement system for evaluating basic skill growth. CBM’s are timed assessments given with the intent of establishing both baseline and on-going data collection. CBM’s are timed assessments given with the intent of establishing both baseline and on-going data collection. Curriculum Based Measures (CBM’s) Curriculum Based Measures (CBM’s) Are “General Outcome Measures” Are “General Outcome Measures” Are designed to serve as “signs” of general achievement. Are designed to serve as “signs” of general achievement. They don’t measure everything…but they measure “important things” that can be tied to student achievement. They don’t measure everything…but they measure “important things” that can be tied to student achievement. Are to be administered, scored and interpreted in a standardized way. Are to be administered, scored and interpreted in a standardized way. These standardized testing procedures heighten reliability and validity. These standardized testing procedures heighten reliability and validity. AIMSweb Training Documents AIMSweb Training Documents

15. Curriculum Based Measures in the RTI Process CBM’s CBM’s Are sensitive to improvement in short periods of time. Are sensitive to improvement in short periods of time. A student can easily show growth in fluency in a “one to two week” period. A student can easily show growth in fluency in a “one to two week” period. Are very “do-able”. Are very “do-able”. They are administered in a very short time period so they don’t detract significantly from direct instruction. They are administered in a very short time period so they don’t detract significantly from direct instruction. They are closely linked with successful decision making regarding the achievement of general education students and for “problem solving” decisions for those students who are at risk and in need of interventions They are closely linked with successful decision making regarding the achievement of general education students and for “problem solving” decisions for those students who are at risk and in need of interventions AIMSweb Training Document AIMSweb Training Document

16. Sample Reports The following slides provide some samples of the types of reports that are available through a “data management” system. These slide come from AIMSweb.

17. Parent Report: Low Average Student

18. For Administrators

19. For Teachers: Classroom Report

20. Report Beginning of Year Status

21. Identifying At Risk Students

22. Know When Things are Working

23. Have Data to Know When Things Need Changing

24. Data to Know that Changes Made a Difference

25. Data to Know that Things Went Well

26. Establishing the need for Curriculum Based Measures. Let’s analyze traditional data sources.

27. Traditional Data Available to Schools North Dakota State Assessment North Dakota State Assessment Provides a “one time” view of the students achievement in Reading, Math, Language, & Science. Provides a “one time” view of the students achievement in Reading, Math, Language, & Science. Purpose: To determine school’s Adequate Yearly Progress in accordance with NCLB. Purpose: To determine school’s Adequate Yearly Progress in accordance with NCLB. Other areas of strength? Other areas of strength? Limitations: 1) It’s a one time assessment. 2) Data gathering points are not conducive to instructional improvement. 3) Other limitations? Limitations: 1) It’s a one time assessment. 2) Data gathering points are not conducive to instructional improvement. 3) Other limitations?

28. Traditional Data Available to Schools NWEA NWEA Provides an analysis of student’s achievement in Reading;, Language, and Math traditionally in the fall & spring. (A yearly benchmarking tool) Provides an analysis of student’s achievement in Reading;, Language, and Math traditionally in the fall & spring. (A yearly benchmarking tool) Purpose: Tracks the students accumulative growth over time showing “normed” results. Purpose: Tracks the students accumulative growth over time showing “normed” results. Strengths: 1) It is a self leveling test that provides an accurate analysis of student achievement. 2) It can be a tool to drive instruction through the use of the Des Cartes option. Strengths: 1) It is a self leveling test that provides an accurate analysis of student achievement. 2) It can be a tool to drive instruction through the use of the Des Cartes option. 3) Results very reliable due to monitored testing environment. 4) Data readily available through management tool. Other areas of strength? 3) Results very reliable due to monitored testing environment. 4) Data readily available through management tool. Other areas of strength? Limitations: 1) Effective use (in many schools…begins in grade 2. 2) Not able to be used as a (short term) progress monitoring tool. Limitations: 1) Effective use (in many schools…begins in grade 2. 2) Not able to be used as a (short term) progress monitoring tool. Other limitations? Other limitations?

29. Traditional Data Available to Schools STAR (Reading & Math) Testing STAR (Reading & Math) Testing Provides accurate assessment of reading and math achievement. Provides accurate assessment of reading and math achievement. Purpose: Assigns students a grade level equivalence in Reading & Math. Assists teachers in monitoring “ongoing growth. Purpose: Assigns students a grade level equivalence in Reading & Math. Assists teachers in monitoring “ongoing growth. Strengths: 1) Computerized test. 2) Can be administered frequently. 3) Provides immediate results. 4) It is “time- efficient”. 5) A good “benchmarking” tool to assist in getting information on new students. 6) Others areas of strength? Strengths: 1) Computerized test. 2) Can be administered frequently. 3) Provides immediate results. 4) It is “time- efficient”. 5) A good “benchmarking” tool to assist in getting information on new students. 6) Others areas of strength? Limitations: 1) Provides a reading level…is a general outcomes measure. 2) Other Limitations? Limitations: 1) Provides a reading level…is a general outcomes measure. 2) Other Limitations?

30. Curriculum Based Measures CBM’s provide an ongoing “time efficient” assessment of student progress in Reading, Math, Spelling, and Written Language. CBM’s provide an ongoing “time efficient” assessment of student progress in Reading, Math, Spelling, and Written Language. Purpose: To provide a “general outcome measure” of students skills in the above mentioned curricular areas. Purpose: To provide a “general outcome measure” of students skills in the above mentioned curricular areas. Strengths: 1) Very time efficient. “1 to 4 minute timings” 2) Immediate results. 3) Tool for both benchmarking and progress monitoring. 4) Data readily available for analysis through management tool. 5) Assessments available for our youngest learners “grade K & 1”. 6) Other areas of strength? Strengths: 1) Very time efficient. “1 to 4 minute timings” 2) Immediate results. 3) Tool for both benchmarking and progress monitoring. 4) Data readily available for analysis through management tool. 5) Assessments available for our youngest learners “grade K & 1”. 6) Other areas of strength? Limitations: 1) Does not directly assess comprehension in Reading. (Research shows that there is a high correlation between a student’s fluency level and their comprehension. 2) Data management available only through grade 8. 3) Other Limitations? Limitations: 1) Does not directly assess comprehension in Reading. (Research shows that there is a high correlation between a student’s fluency level and their comprehension. 2) Data management available only through grade 8. 3) Other Limitations?

31. Data Management Systems Purpose: 1) To bring about expedient analysis opportunities. 2) To provide a structure for ongoing analysis of progress. 3) To provide a mechanism to store student data over time. 4) To serve as a tool for ongoing communication with all those involved in the student’s learning. Purpose: 1) To bring about expedient analysis opportunities. 2) To provide a structure for ongoing analysis of progress. 3) To provide a mechanism to store student data over time. 4) To serve as a tool for ongoing communication with all those involved in the student’s learning.

32. Data Assessment & their Management Systems ND State Testing: Management system consists of reports that shows “normed” results of student growth through print outs for teachers, administrators, and parents. ND State Testing: Management system consists of reports that shows “normed” results of student growth through print outs for teachers, administrators, and parents. Limitations: Assessments are administered “Paper/Pencil”…Results are not currently accessible through technology; results not easily interpreted; no consistent data storage system for on going analysis. Limitations: Assessments are administered “Paper/Pencil”…Results are not currently accessible through technology; results not easily interpreted; no consistent data storage system for on going analysis. NWEA Testing: Management system consists of “computer-based” assessment and varied reports that break the data down by individual student, classroom, grade level, school, and district. Provides excellent information showing growth over time. NWEA Testing: Management system consists of “computer-based” assessment and varied reports that break the data down by individual student, classroom, grade level, school, and district. Provides excellent information showing growth over time. Limitations: Varying reports require additional licensure (costly); a slight delay in receiving the majority of reports (after closure of district testing window). Limitations: Varying reports require additional licensure (costly); a slight delay in receiving the majority of reports (after closure of district testing window). Star Testing: Management System consists of assessments administered via the computer. Assessment can be administered frequently (at the teachers discretion.) Reports are reflective of both student and classroom growth. Individual reports can be cumulative in nature. Provides grade equivalence. Star Testing: Management System consists of assessments administered via the computer. Assessment can be administered frequently (at the teachers discretion.) Reports are reflective of both student and classroom growth. Individual reports can be cumulative in nature. Provides grade equivalence. Limitations: Data is not specific in nature. Classroom assessments in a lab setting will take approximately ½ hour. Frequent testing can impact instructional time. Limitations: Data is not specific in nature. Classroom assessments in a lab setting will take approximately ½ hour. Frequent testing can impact instructional time.

33. Management Systems for Curriculum Based Measures Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Management System consists of technology based assessment that is uploaded to the web site. Assessments are extremely time efficient and administered to each student individually. Reports indicate ongoing student growth in a variety of phonemic awareness and phonetic based fluencies. Reports impact direct student instruction through analysis of growth. The reports are cumulative in nature and easily interpreted so they serve as a motivation incentive for student. Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Management System consists of technology based assessment that is uploaded to the web site. Assessments are extremely time efficient and administered to each student individually. Reports indicate ongoing student growth in a variety of phonemic awareness and phonetic based fluencies. Reports impact direct student instruction through analysis of growth. The reports are cumulative in nature and easily interpreted so they serve as a motivation incentive for student. Limitations: Scope is limited to Reading. Limitations: Scope is limited to Reading.

34. Management Systems for Curriculum Based Measures AIMSweb: Management system consists of both paper/pencil and technology based assessment that is uploaded to the website. Assessments are available in Reading (both early literacy and fluency); Math (both early numeration and fluency; and spelling. Assessments are very time efficient and administered to student individually. Reports are cumulative in nature and easily interpreted so they also serve as a motivational incentive to students. AIMSweb: Management system consists of both paper/pencil and technology based assessment that is uploaded to the website. Assessments are available in Reading (both early literacy and fluency); Math (both early numeration and fluency; and spelling. Assessments are very time efficient and administered to student individually. Reports are cumulative in nature and easily interpreted so they also serve as a motivational incentive to students. Limitations: Currently designed to serve students in grades “K-8” Limitations: Currently designed to serve students in grades “K-8”

35. Over-Riding Points All of our trusted data have a workable management system. All of our trusted data have a workable management system. If we are disenchanted with a source… our displeasure is likely related to its management system. If we are disenchanted with a source… our displeasure is likely related to its management system. If Curriculum Based Measures are a “cornerstone” to RTI… and you intend on implementing it…you must give this data source the same considerations as all those others and “PUT A MANAGEMENT SYSTEM IN PLACE”. If Curriculum Based Measures are a “cornerstone” to RTI… and you intend on implementing it…you must give this data source the same considerations as all those others and “PUT A MANAGEMENT SYSTEM IN PLACE”.

37. Thanks for your patience as we’ve moved through this presentation. Good Luck as you further consider the use of Response to Intervention in your building or district.

38. Acknowledgements Dr. Kim Gibbons Dr. Kim Gibbons Gary Larson “The Far Side” Gary Larson “The Far Side” Avian Water Avian Water Jim Wright “RTI Tool Kit” Jim Wright “RTI Tool Kit” Aimsweb “Training Components” Aimsweb “Training Components”