Transcript Slide 1
Everything You Always Wanted to Know about Problem Solving and Response to Intervention… Don’t be Afraid to Ask! Laura Boynton Hauerwas, Ph.D. Ina S. Woolman Providence College RI Department of Education Response to Intervention (RTI) What is it? • • • • a problem-solving philosophy an intervention system a way to monitor progress a shared responsibility RTI: a problem solving philosophy If a student isn’t performing as expected, we will change what WE’RE doing … and continue problem solving until we find what works. What is problem-solving? A decision making process 1. Problem Identification 2. Problem Analysis 5. Plan Evaluation Revise Modify Intensify With Expanding Support 3. Plan Development 4. Plan Implementation 1. Problem Identification What is the discrepancy between what is expected and what is occurring? Why is the problem occurring? 2. Problem Analysis What is the goal? What is the intervention plan? How will progress be monitored? 3. Plan Development 4. Plan Implementation How will implementation fidelity be ensured? Did the student(s) respond to the intervention? 5. Plan Evaluation CELEBRATE? REVISE? MODIFY? INTENSIFY? WITH EXPANDED SUPPORT? Carrying out Interventions and utilizing data are inseparable in the problemsolving process RTI: an intervention system • • • • • School-wide system Foundational curriculum Variety of Interventions Systematic Assessment Plan Data-based decision making process First Floor -Primary • All students • Comprehensive core curriculum • Differentiated Instruction • Flexible grouping • Benchmark assessments 3 times a year • Preventive and proactive 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 The Chimney - Tertiary Different Architecture Scheduling Delivery 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 Response to Intervention… are we there yet? Instruction Intervention J L Intervention J L Intervention J L J What’s next? Regular Education Consider adding Special Education support What do you mean by intensifying an intervention? Professional Curricular Focus Classroom Teacher Teacher with specific expertise Specialist 5 areas Less than 5 2 or less Task Analysis Specialization of Instruction Differentiated Instruction Frequency of Progress Monitoring 3 times a year Multiple opportunities for Guided Practice Monthly or greater Systematic Instructional Sequence Extensive opportunities for feedback Weekly “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 Using Progress Monitoring Data to Chart RTI 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 Impact of RTI on Student Learning Treatment/Intervention Special Education Placement Effect Size -.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 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? Where do we find out more about tools to monitor progress? http://www.studentprogress.org http://www.interventioncentral.org http://www.aimsweb.com http://dibels.uoregon.edu/ http://pals.virginia.edu/ How do you coordinate all this? RTI: a shared responsibility • This is about each and every … – Student, class, school and district • For district-wide success, it needs to be everybody’s business •Michigan Teacher Network at michiganteacher.net Expanding Circle of Support Special Education Reading Specialist Other Specialists Counselor Students Teachers Parents School-Based Problem Solving Team EL Teacher Special Educators School Psychologists-Diagnosticians 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 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 Don’t be afraid to ask… Contacts: • Listserv – send an email request to [email protected] • Laura Boynton Hauerwas, Ph.D. Professor of Education Providence College, Chair – State Learning Disabilities Committee, Facilitator – PLUS Demonstration Schools [email protected] • Ina S. Woolman RI Dept. of Education, Office of Special Populations, Staff – State Learning Disabilities Committee, Member – PLP Committee [email protected]