Transcript Dec 15 version - Brevard Public Schools

Training Modules
MODULE 1
Getting
Started with
RtI
MODULE 5
MODULE 2
Scaling Up
Develop a
Plan for Year
2
Data Meetings
MODULE 4
Data-Based
Decision
Making
RtI
Training
Modules
&
Problem
Solving
MODULE 3
Interventions
& Progress
Monitoring
 Participants will understand…
Progress Monitoring
Graphing Data
Data-Based Decisions
Linking Cases to PS/RtI
The Problem Solving approach is
supported by student progress
monitoring data that supports databased decision making throughout the
in the RtI process.
Data-Based Decision Making Process
What do we expect all students to know and do?
State Standards
Progress Monitoring Benchmarks
How do we know if students are meeting the expectations?
Screening
Progress Monitoring
Outcome Assessment
Data
What do we do if students are not meeting expectations?
Data Compilation
& Analysis
Diagnostic Assessments
Fidelity Checks
Decision Rules about
Problem Solving /
Response to Intervention
“Until you have data as a
backup, you’re just another
person with an opinion.”
Dr. Perry Gluckman
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Collaboration between
departments/professionals (PLC)
Buy in
Tier structure in place
Problem Solving Model
Progress Monitoring
Staff Skills
Resources
How BIG is the GAP?
How much TIME do we
have to close it?
Tiered System of
Intervention
RtI
Systematic
Problem
Solving
Data
Monitoring
and Analysis
 Fidelit y
 In t en sit y
 Rigor
 Accommoda t ion s
If Done Well, We Expect to Meet the
Needs of Most...Some Will Need More
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(More) Time (Core Program +)
(More) Explicit Teacher-Led Instruction
(More) Scaffolded Instruction
(More) Opportunities to Respond with
Corrective Feedback
(More) Targeted Specific Skills
(More) Intensive Motivational Strategies
(More) Frequent Progress Monitoring
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(Most) Time (Core Program + to Greatest
Degree Possible)
(Most) Explicit Teacher-Led Instruction
(Most) Scaffolded Instruction
(Most) Opportunities to Respond with
Corrective Feedback
(Most) Targeted Specific Skills
(Most) Intensive Motivational Strategies
(Most) Frequent Progress Monitoring
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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
 Tier 1 (Core) instruction present at all
three levels
 Purpose of Tier 2 is to improve success
in Tier 1
 Purpose of Tier 3 is to improve success
in Tier 1
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Data types used within the RtI model
Three purposes for assessment within RTI:
1) Screening: identify students at risk for academic difficulty
2) Diagnostic: provide an in-depth, reliable assessment of
targeted skills
3) Progress monitoring: determine whether the student is
responsive to given instruction
4) Outcome: student demonstrates accepted level of
mastery
Progress
Monitoring
Curriculum
Based
Measurements
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Monitors progress throughout the school year
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Measures at regular intervals
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Uses data to determine goals
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Provides parallel and brief measures
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Displays data graphically
 FAIR Tool Kit
 InterventionCentral.Org
 EasyCBM.com
Graph
Components
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Current Level of Performance (Baseline)
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Desired Level of Performance (Goal)
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Aim Line-Desired Rate of Improvement
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Trend Line-Actual Rate of Improvement
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Time to Goal
Instructional
Change Line
Baseline
Intervention
(Group or Individual)
Goal
Aim Line
Skill
equal
increments
Trend Line
Time - equal increments
Making Decisions:
Using Data
to
Move Between Tiers
Intensity of Intervention
Intensive
Intervention
Supplementary
Intervention
General Instruction
Decision rules
Decision rules
Is rate of progress acceptable?
If not, why and what should we do about it?
 Frequency and amount of intervention
 Instructional strategy
 Opportunity for practice and application
 Other factors?
 Choices- try another intervention, modify existing
intervention, other?
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Response to Intervention
Positive
Performance
Questionable
Expected Trajectory
Poor
Observed Trajectory
Time
 Positive
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Continue intervention with current goal
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Continue intervention with goal increased
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Fade intervention to determine if student(s)
have acquired functional independence.
 Questionable
 Was intervention implemented as intended?
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If no - employ strategies to increase implementation integrity
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If yes 
Increase intensity of current intervention for a short
period of time and assess impact. If rate improves,
continue. If rate does not improve, return to problem
solving.
 Poor
 Was intervention implemented as intended?
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If no - employ strategies in increase implementation integrity
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If yes 
Is intervention aligned with the verified hypothesis?
(Intervention Design)
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Are there other hypotheses to consider? (Problem
Analysis)
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Was the problem identified correctly? (Problem
Identification)
1.
Is the student’s rate of progress (trend line) less than the
expected rate of progress (aim line)?
2.
Will the student’s rate of progress (trend line) allow the
student to meet identified standard within the specified
goal timeline or within a reasonable amount of time?
3.
Is the plan able to be maintained in the general education
setting?
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If no, can student maintain rate of progress when interventions are
modified or faded?
Making instructional decisions based on student
performance data (always includes graphing)
Goal
Intervention 1
Intervention 2
How BIG is the GAP?
How much TIME do we
have to close it?
Case Studies:
Let’s Practice Using Our
Data-Based Decision
Making Skills…
FABIO'S ORAL READING FLUENCY DATA
TRENDLINE
AIMLINE
130
123
WORDS PER MINUTE
120
AIMLINE
110
ORF
ORF DATA POINTS
100
Linear
(ORF)
90
80
80
Baseline
70
0
2
4
6
8
10
12
14
16
18
20
NUMBER OF WEEKS
22
24
26
28
30