Transcript Problem Solving & Response to Intervention

1
MODULE 1
Getting
Started with
RtI
MODULE 5
Scaling Up
Develop a
Plan for Year
2
MODULE 4
Data-Based
Decision
Making
RtI
Training
Modules
MODULE 2
A Year in the
Life of a Data
Driven School
MODULE 3
Interventions
& Progress
Monitoring
2
Stay focused
You are the trainers, so
think with the end in mind
Keep sense of humor
Silence cell phones
Honor time limits
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 Participants will…
 Learn what makes a “good” intervention
 Understand how to use the tiered framework to
provide interventions
 Inventory and/or develop intervention resources
that align with specific skill deficits
 Recognize the requirement of progress
monitoring in the RtI process
 Utilizing A3 to document RtI
A process that uses the skills of professionals from
different disciplines to develop and evaluate
intervention plans that improve significantly the
school performance of individual and/of groups of
students.
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To clearly define the problem
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A problem (P) is the difference between what
is expected (E) and what is observed (O)
P=E–O
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By looking at the data of…
 Screening Assessments
 Diagnostic Assessments
 Progress Monitoring Assessments
 Summative Assessments
 Formative Assessments
Is this an
individual
student
problem, or
a larger,
systemic
problem?
Why is the problem occurring?
Instruction
Curriculum
Environment
Learner
Develop and Implement an
Intervention Plan
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Instruction that supplements and intensifies
classroom curriculum/instruction to meet
student need
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Teach NEW skills to remediate a deficient
skill
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Interventions are developed to help the
student acquire the necessary skills to be able
to eventually succeed independently
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Skill Deficit
 Student lacks skills to successfully complete task
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Performance Deficit
 Factors interfering with student’s capability of
performing the skill
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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
Tier
1
2
3
Who
Grouping
Time
All students
Whole group and
small group
90 minutes a day
Below grade level
students
Small group
instruction
30 minutes per day
plus core
instruction (2-3
days per week)
Severely below
grade level
students
Small group
instruction (3 -6
students)
30 minutes per day
plus core
instruction (5 days
per week)
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5th grade student reading at the 2nd grade level
 Tier 3
▪ Direct Instruction, Targeted, Narrow Focus (e.g., phonemic awareness,
phonics, some fluency)
 Tier 2
▪ Targeted skills development to decode multisyllabic words
 Tier 1
▪ Focus on comprehension, vocabulary, fluency, multisyllabic words
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Use core materials for content
Progress monitor both instructional level and grade
placement level skills
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Entire staff understands “triangle” and the available
interventions at each Tier
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Supplemental and intensive interventions are in addition to
core instruction
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A student intervention plan is integrated across the tiers
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Different tiers ensure that outcomes in Tier 1 are improved
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Principals should ensure that intervention plans have
intervention support
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High quality instruction and classroom
management
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Universal Screening to determine each student’s
level of proficiency
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Differentiated instruction is used and student’s
progress monitored
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Differentiation occurs in small, teacher-led
flexible groups during the 90 min block
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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?
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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
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What is the root cause of the problem?
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Lack of Phonological Awareness
Phonics/Decoding/Text Processing
Fluency
Comprehension
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Performance deficit or skill deficit?
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Without a match, student will be practicing
skills that are good, but not directly related to
what they need to make progress
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Grouping: Fewer students than whole group
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Time: 30 min, 5 x week or more. Outside the core
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Who: Students .5 -1 year below grade level
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What: Very direct instruction with high intensity
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Progress Monitoring: Every 2-3 weeks
MATCH to student need is priority.
 Find the need
 Target the skill
 Remediate the deficit
Josie is a 2nd grader.
 AP1 FAIR scores: RC 35%; Passage
1.5 ; PSI 5/10 on skill 5.
 DRLA August 55%
 DRLA October 63%
Core Instruction: Whole group instruction
for 30 minutes; Differentiated small group
instruction for 15 -20 minutes
Tier 2 Intervention: 30 min; 5x week; 8
students in a group; working on decoding
silent e & vowel teams. Progress monitored
weekly with PSI
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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.
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She is working in a group of 9 students 30
min. 3 x week receiving explicit
instruction on decoding digraphs and then
practicing reading decodable texts.
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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).
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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.
1
X
Phonics/decoding
Intervention Teacher
PSI
Direct instruction & practice with focus on silent – e, vowel teams
9/7/10
X
X
X
X
October 5, 2010
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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
MATCH to student need is priority.
 Find the need
 Target the skill
 Remediate the deficit
Core Instruction: Whole group
instruction for 30 minutes;
Differentiated small group instruction
for 15 -20 minutes.
Tier 3 Intervention: 30 min; 5x week;
2-3 students in a group; working on
early phonemic awareness skills.
Progress monitored weekly with PASI.
READING
Letter knowledge
 Phonemic Awareness
 Phonics
 Vocabulary
 Fluency
 Comprehension
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MATH
Numeracy/Calculation
Problem solving/Reasoning
Fluency
BEHAVIOR
• Motivation
• Disruptiveness
• Organization
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Aids in the analysis of inadequate progress
and how to intensify instruction.
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Documents progress for RTI model
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Amount of time student received intervention
Size of group
Changes made to intensity
Refer for evaluation
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Entering Area of Concern
Recording Intervention Data
Recording Progress Monitoring Data and
Status Updates.
Intervention Documentation Worksheet
What is Progress Monitoring?
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“An ongoing process of using student performance and
other data to guide instructional and intervention
decisions”
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Support decision making such as
whether to
▪ Continue
▪ Change or
▪ Adjust
Instruction.
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Must match intervention/instruction
Should be a quick tool
Curriculum Based Measurement – Short,
quick probes based on skills
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Examples:
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Running records
PASI
PSI
Math Probes
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Assess as often as needed to inform instruction
Varies by Tier
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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
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Use results to inform instruction
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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)
 Complete
a mock intervention
form as if you were the
intervention teacher.
 What
additional information would
you want to know?
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Alberta is a 3rd grade student who is struggling in reading. She’s a
motivated, hard worker, but seems to have self-esteem issues related
to her poor academics. Her class assignments and homework are
completed, but are frequently inaccurate and do not reflect
comprehension. Within her 90 minute reading block, she receives
differentiated reading instruction where she is learning the 3rd grade
curriculum via below grade level materials.
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FAIR data: FSP of 13%(red zone) on AP1; MAZE 23%; WA 23%
Running record: level 18 (independent).
DRLA : 60% (Aug.), 45% (Oct.)
PSI: Skill 5 silent-e score of 3/10 (skills 1-4 shows mastery)
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**Design an intervention plan. Decide on progress monitoring tool, frequency, etc.
Complete a mock intervention form as if you were the intervention teacher.
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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
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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
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Teachers
 Make sound decisions about the instruction
being delivered
 Based upon data, not guesswork
 Answers:
▪ Is it working?
▪ Do I need to adjust the intervention?
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Parents
 Kept well informed about their child’s
progress
 Specific information about how their child is
responding to instruction
 Idea of progress towards expected
benchmark
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Students
 Know what is expected of them
 Can see success as they monitor
their own progress
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Monitors progress in grade level/content area
Expected
Mastery
Level
100%
80%
60%
40%
20%
2
4
6
8
10
12
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In intervention, the target is determined
from the student’s initial data point to the
expected level or performance
Goal
Or
Expected
Benchmark
 Positive Response
 Gap is closing
 Can extrapolate point at which target student(s) will “come in
range” of target--even if this is long range
 Questionable Response
 Rate at which gap is widening slows considerably, but gap is still
widening
 Gap stops widening but closure does not occur
 Poor Response
 Gap continues to widen with no change in rate.
Positive response will meet the goal
Positive
Performance
Questionable
Expected Trajectory
Poor
Observed Trajectory
Time