Transcript RtI: What Schools Want What Schools Need

Texas Educational Solutions
presents
D.R.E.A.M
Discovering the Reality
of
Educating All Minds
May 1-2, 2013
Interventions
Success
RtI: What Schools Dream for…
What Schools Need
Andrea Ogonosky, Ph.D.
Consensus
type of problem solving. It also involves
giving up certain beliefs in favor of others.
Systems will need to change….
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RtI Is not simply implementing a different
Administrators
Single most driving power to
intervention and assessment:
student achievement.
Get our students to grade level
success …. ….. the most powerful
tool is going to be assessment linked
to instruction/intervention.
Teachers
Want to fix the problem TODAY so they
can keep up the pace of the curriculum.
If not today by the end of the week.
Use tools that are easy to
implement and can provide a
direct connection to instruction
Parents
Reminder
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• RtI is a PROCESS for problem solving the
delivery of instruction and support in a
manner that enables the struggling
learner access to the curriculum.
• It is NOT a journey of documentation on
the road to Special Education . . .
Arne Duncan, 2010
“We have the opportunity to completely reform our
nation’s schools. We’re not talking about tinkering
around the edges here. We’re talking about a
fundamental re-thinking of how our schools function
and placing a focus on teaching and learning like never
before.”
Build the dream (3 Points)
1. Foundations
1. Laws
2. Process
2. Format
1. District support: Data collection
2. District support: Resources –Ease of Implementation
3. Fidelity
1. Staff Understanding
2. Staff Development
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From NCLB:
“…holding schools, local education agencies, and States
accountable for improving the academic achievement of all
students…” and “…promoting schoolwide reform and ensuring
the access of all children to effective, scientifically-based
instructional strategies…” [PL 107-110 §1001(4) and (9)]
From IDEA:
“…to improve the academic achievement and functional
performance of children with disabilities including the use of
scientifically based instructional practices, to the maximum
extent possible.” [20 U.S.C. 1400(c)(5)(E)]
Successful District RtI Plan
• Led by general education, supported by special
education
• Infrastructure for a 3 tiered model
• Effective collection and use of data
• Technology to manage and document data-based
decision making
• Professional development aligned to district process
Results in Improved Academic and Behavior
Outcomes for All Students
RtI: Problem Solving
Assessment
Progress Monitoring
Diagnostics
Progress Monitoring
Diagnostics
Universal
Screening
Progress
Monitoring
Interventions
Student Instructional Level
Supplemental Interventions
120 min per week additional
Student Instructional Level
Supplemental Interventions
90 min per week additional
Grade Level
Instruction/ Support
Tier 1:
Core Instruction /Universal Interventions
ACADEMIC
Quality core instruction and strategies
Differentiated Instruction
Embedded Interventions
Universal Screening: Academic
Continuous progress monitoring of grade level success
Example: Tier 1: Intervention
MVRC
Covers all areas of Developmental Reading
Acquisition
Ease of Use: No additional Staff Needed
Students are motivated!! Use in Labs, Tutorials
Tier 2:
Targeted Interventions
ACADEMIC
Strategic and supplemental
Standard protocol / evidence-based
Small group (5:1)
 Rubric for decision making: decision rules, aim-line/goals,
guidelines for increasing /decreasing support or changing
intervention.
 Focused continuous progress monitoring that increases with
intensity of instruction and intervention.
Tier 3:
Intensive Interventions
ACADEMIC
Increased strategic and supplemental
Group size decreased (3:1)
Rubric for decision making: decision rules, aim-line goals,
guidelines for increasing /decreasing support or changing
intervention.
 Focused continuous progress monitoring that increases with
intensity of instruction and intervention.
 Pattern of inadequate responses may lead to refer for Section
504 or Special Education.
Example: Tier 2 & 3: Intervention
Alignment
MVRC
Diagnostic and branches to student needs; ease
of goal setting
Ease of Use: No additional Staff Needed:
Students are motivated!! Use in supplemental
intervention
Lessons Learned: RtI & Technology
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•
•
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Online learning
Summer trainings
After‐school trainings
Credit Recovery
Grade level team meetings (easy access to data
bases)
• Coaching: Using the expertise within to support
teachers
Problem Solving Process
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Essential Component of RtI:
Problem-Solving Method
What is the problem?
Why is it
happening?
Did it work?
What should be done about it?
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Team Responsibility
The purpose of the problem-solving process is
to develop academic and behavior intervention
strategies that have a high probability of success
Everybody is entitled to their own
opinion but they’re not entitled to their
own facts. The data is the data.”
“
Dr. Maria Spiropulu, Physicist
New York Times, 30 September 2003
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Balancing Assessments
-- Assessment systems
-- Multiple measures
-- Varied types
-- Varied purposes
-- Varied data sets
-- Balanced with needs
RtI Rate of Improvement
Responsiveness to intervention is defined as
the rate of improvement, or a progress slope,
that is or is not sufficient for the student to
become proficient with grade level standards
without more interventions.
Linking Assessment: Type, Need, & Purpose
TYPE



Formative
Progress
Monitor
Summative
DATA NEED
• Data used to
immediately inform
instruction
PURPOSE
 To plan learning prior to
instruction
 To support learning
during instruction
• Data used to
 To monitor learning
establish a starting
between instruction
point and/or monitor
progress:
 To verify learning after
• Data used to evaluate
instruction
cumulative learning
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Clarifying
Accommodations are supports or services
provided to help a student access the general
curriculum provided.
Adaptations are changes made to the content
and performance expectations for students
Interventions require direct instruction and data
collection for the area of concern
Interventions
 Researched Based Reading, Math Writing
strategies and techniques
 Teaching student how to initiate peer interaction
 Instructing in following directions
 Teaching strategies for sentence writing
 Teaching strategies for test taking
 Providing positive reinforcement for corrective
behavior
 Focused Tutorials (instructional level of student)
Interventions Are NOT
 Accommodations
 Adaptations
 Interagency referrals
 Referral to Special education
 Assessments, evaluations, screenings
 Classroom observations
 Advice or consultations
 Assisting with instructional methods and
materials
 Places
It is vitally important that there is an
understanding that there is continued
discussion and consultation between the
teacher, the team, and the
interventionist(s).
Critical Components
• Support for Intervention Integrity
• Documentation of Intervention
Implementation
• Intervention and Eligibility decisions and
outcomes cannot be supported in an RtI
model without these two critical
components
Lessons Learned: Making it Happen!
• Take it slow–it’s better for the staff.
• Use capacity within your current technology system
and staff to support this process.
• Use your “experts”! Start with District RtI Committee
• Overall: Teamwork and collaboration to “Get it
done!”
Keeping the dream a dream
Focus on the data
Focus on the interventions
But most of all focus on the student . . .
“What is this child’s RESPONSE TO
INTERENTION?”
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Tips for Continued Improvement
1.
2.
3.
4.
Make sure the system of intervention is
fluid.
Systems of intervention work better when
they are supporting teams rather than
individual teachers.
Realize that no support system will
compensate for inadequate teaching.
Ensure a common understanding of “system
of interventions.”
RtI Documentation . . . 12 Tips
• Purpose is to develop instruction and
intervention
• Never use documentation (or lack of) for delaying
a special education evaluation when there is
strong evidence of a suspected disability.
• Keep it simple . . . use naturally occurring data to
drive RtI problem solving
• Focus documentation on converging multiple
sources of data.
• Consistency is key.
• Have a rubric for teams to follow
RtI Documentation . . . 12 Tips
• Train on data collection.
• Develop user friendly forms.
• Keep problem solving within the domain of
general education
• Use evidenced based practices tied to the
documentation.
• Do not forget the importance of documenting
Academic Engagement Time
• Fidelity, fidelity, fidelity – remember if it isn’t
documented. . .then it did not happen!
Tips for Success
1.
2.
3.
4.
Make sure the system of intervention is
fluid.
Systems of intervention work better when
they are supporting teams rather than
individual teachers.
Realize that no support system will
compensate for inadequate teaching.
Ensure a common understanding of “system
of interventions.”
Questions
Victoria ISD
• www.visd.com
Example
• VISD curriculum document
(832) 656-0398
[email protected]
www.facebook.com/pages/Academic-BehaviorInterventions/184751798229934
ANDREA OGONOSKY