Transcript Problem Solving & Response to Intervention

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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
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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 understand…
 Using data to improve Tier 1 and plan for Tier 2
 Examining Assessment Period 1 data and
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planning for Tier 1 instruction using B.E.S.T
Problem Analysis
Problem Solving at Tier 2 Level
Utilizing A3 to document RtI
Facilitating effective data meetings
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WHY ARE YOU
HERE?
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Consensus
Infrastructure
Implementation
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1. Innovators/adopters: welcome change
2. Susceptibles: resent current practices;
feelings of dissonance
3. Nonsusceptibles: do not believe change is
needed
4. Resisters: sabotage change efforts
(Powell, 1988)
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“Step 0” in problem-solving model = building foundation
for collaboration.
 Steps:
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 Establish and maintain rapport among members.
 Formulate sense of trust and respect (How?)
 Clarify expectations for participation including roles and
responsibilities, shared accountability, legal and ethical
guidelines, preferred communication lines and so forth.
 Establish understanding for problem-solving process.
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RtI
How do we tie all of these initiatives together?
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Brevard
Effective
Strategies for
Teaching
Professional
Learning
Communities
Response
to
Intervention
Student Achievement
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Problem Identification
What does your
DATA say about
student
achievement?
What is the problem?
Evaluate
Problem Analysis
Did the plan work?
Why is it occurring?
Develop and Implement
Plan
What can we do about it?
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 Capacity to Problem-Solve
 Capacity to Collect Data, and Make
Sense of it
 Capacity to Display Data Over Time
 Capacity to deliver instruction at
different intensities (Tiered-levels of
services)
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Historical & Current
Academic Data
Formative Data
*Student data
*Class data
Summative Data
*Benchmark data
*Grade level data
Behavioral Data
Intervention Data
Progress
Monitoring
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Analyze the past – How did we do? What can
we do better?
Plan for today, drive our instruction- What
should we do differently?
Diagnose-What specifically is the issue?
Progress Monitor-Is what we are doing
working?
Predict the future
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 Identify students early.
 Ensure that students’ difficulties are not due to a lack of
alignment between the instruction, curriculum,
environment, and learner (I.C.E.L.).
 Modify instruction and implement evidenced-based
interventions based on individual needs.
 Make informed decisions about what resources are needed
to ensure student success.
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INSTRUCTION
LEARNER
DATA
CURRICULUM
ENVIRONMENT
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Looking Back…
•Summative Data
•Historical Data
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Collection
 What is collected and who collects it?
 How frequently is it collected?
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Organization
 Disaggregated by grade, gender, race, language, SES?
 Designed to answer specific questions (Tier 1/2
effectiveness?
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Display-necessary to evaluate RtI
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Goals/Benchmarks
Aimline
Trendline
Rate
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Analyze the past –
 How did we do?
 What problems can we identify?
 What can we do better?
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Awesome Elementary FCAT Reading Data Trends
100
90
% Meeting
High
Standards
Reading
80
70
% Making
Learning
Gains Reading
60
50
% Lowest 25%
Making
Learning
Gains Reading
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0
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
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CORE REPORTS
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Student Desk Top Data System
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Problem ID
 Several years of declining writing scores
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Why is problem occurring?
 Lack of consistency with curriculum and
instruction in each class
 Lack of clear expectations for student behaviors
and performance
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What will we do about it?
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Use Data to:
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Report Data to:
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inform instructional strategies
measure growth over time
identify misunderstandings &
measure mastery
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update parents, principals,
school
track student’s progress
Reward or consequence
students
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Focus on Today…
•Universal Screeners
•Diagnostics
•Ongoing Progress Monitoring
(OPM)
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Universal Screeners
•District Assessments
•FAIR
•SRI
•Running Records
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Are 75-80% of the students meeting
proficiency based on the screening data or
the common assessment data?
Is the core curriculum meeting the needs of
most (75-80%) of my class? The grade level?
Is the classroom environment effective so
that 75-80% of students respond to the
classroom rules, procedures, and routines?
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Use PMRN.
What reports are important?
How can the reports drive instruction?
What problems are identified?
Why is the problem occurring?
What are we going to do about it?
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Problem Identification
What does your
DATA say about
student
achievement?
What is the problem?
Evaluate
Problem Analysis
Did the plan work?
Why is it occurring?
Develop and Implement
Plan
What can we do about it?
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Class Status
Report (K-2)-
Use this data to
identify
problems.
Look for students
who are not at
Grade Level
Expectation.
•Below 1.1
•Listening
Comprehension
If more than 20%
of students are
scoring below 1.1
consider
addressing in
Core Instruction.
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Class Status
Report- (3-6)
Look for…
•Students below 50
percentile in RC. Then
diagnose further by
looking at Maze and
Word Analysis.
Then look for…
•Students who are
below 30% in Maze.
•Students who are
below 30 in Word
Analysis.
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Broad Screen/Progress Monitoring Tool
(BS/PMT)
“All” students
 Tier 1
Broad Diagnostic Inventory
(BDI)
“All” students
“Some” students for vocabulary
 Tier 1 and 2
Targeted Diagnostic Inventory
(TDI)
“Some” students
 Tier 2 and 3
Ongoing Progress Monitoring
(OPM)
“Some” students
Tier 2 and 3
 Sometimes Tier 3
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K-2
1.
Phonemic Awareness
2.
Phonics
3.
Fluency
4.
Vocabulary
5.
Text Comprehension
6.
Orthographic Skills
(Spelling)
3-12
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* embedded in text comprehension
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RC Screen
 Helps us identify students who may not be able to meet
the grade level literacy standards at the end of the year as
assessed by the FCAT without additional targeted literacy
instruction.
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Mazes
 Helps us determine whether a student has more
fundamental problems in the area of text reading
efficiency and low level reading comprehension.
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Word Analysis
 Helps us learn more about a student's fundamental
literacy skills--particularly those required to decode
unfamiliar words and read accurately.
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How well is core instruction matching the
needs of our students in the areas of:
 Phonemic awareness?
 Phonics/Word Analysis?
 Word Reading?
 Reading connected text accurately?
 Vocabulary?
 Comprehension?
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Diagnostic Assessments
•PSI
•PASI
•Running Records
•TDI
•Maze/Word Analysis
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Purpose of Diagnostic
Assessments
• The major purpose for
administering diagnostic tests is to
provide information that is
useful in planning more effective
instruction.
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Screening assessments sometimes do not go
far enough in answering the question:
 We will need to “DIG DEEPER!”
▪ Quick phonics screener, Error Analysis, Curriculumbased evaluation procedures, etc.
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• How deep you dig depends on the intensity of the
problem.
OR
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In order to be “diagnostic”
 Teachers need to know the sequence of skill
development
 Content knowledge may need further
development
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Put them to work for you.
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Make sure teacher’s are using them.
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Use data to diagnose, drive instruction, OPM.
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PRIMARY EXAMPLE - Grade 2
 Materials Needed:
▪ Activity 1: Decision Trees and FAIR Data Scenario Sheet Primary
▪ Grade 2 Decision Tree – AP 1
▪ Recording Sheet for your table with the following
headings:
Student:
choosing:
 Johnny
Diagnostic
Administer PSI
Criteria for
BE on Word Building
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:
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Dana
Administer PASI
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Nina
Clark
Ben
Jenny
Denny
Chris
Administer PSI
Administer PSI
Administer PSI
Administer PSI
Administer PSI
Administer PSI
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BE on Phoneme
Deletion Final
BE on Word Building
BE on Word Building
BE on Word Building
BE on Word Building
BE on Word Building
BE on Word Building
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Are teachers (K-6) trained to administer the
PASI and PSI?
Does infrastructure support Tier 2
interventions outside 90 minute reading
block?
How are you (SLT) going to provide support
for teachers giving Tier 2 interventions?
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Using A3 to Manage RtI Data
School Leadership Teams
 Using CORE reports
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Are we
meeting the
needs of our
SUBGROUPS?
Is the core meeting the needs of
80% of the students?
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 Create an Area of Concern
 Enter Observations
 Set up/ record meetings
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Click on name of student, hit enter, and scroll down the page to
Areas Of Concern (Tiers 1-2).
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Scroll down the page to Areas Of Concern (Tiers 1-2).
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Click on “Green Symbol”
to open new window to create Areas Of Concern.
* Note: Please add a new Area of Concern for each subject area (e.g. reading, math),
behavior, etc.
To DELETE an area of concern, click on the red X and then click on OKAY.
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Select Learning Consideration by clicking on drop down box.
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Enter information into Description Box and Comment Box. Click Okay to save
information.
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Once the Area of Concern has been created, your next step is to create as many
interventions, progress monitoring updates, observations, assessments as
needed .
Click on Magnifying Glass
to enter information on the following areas:
Observations, Interventions, Progress Monitoring
Click on red X to DELETE an area of concern and then click OKAY.
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ADDING OBSERVATIONS
Add OBSERVATIONS by clicking on the Green Plus sign
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Then click Okay.
Update the OBSERVATION by clicking on the Magnifying Glass
.
To DELETE progress monitoring click on the red X and then click OKAY.
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Parent Conferences and other meetings can
be documented in the MEETINGS section.
Add MEETING information by clicking on the Green Plus
sign
. Then click Okay.
Update MEETING info by clicking on the Magnifying
Glass
.
To DELETE meeting info click on the red X and then
click OKAY.
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HOLDING EFFECTIVE
TEACHER DATA TEAM
MEETINGS
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No agenda is prepared
Member sabotage with own agenda
No time schedule has been set for the meeting
No one is prepared
No facilitator is identified
No one agrees on anything
No action plan is developed
Everyone is off task
Negative tone throughout the meeting
Unclear who is responsible for what
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PURPOSE
Student Achievement
Collaborate to problem
solve and plan interventions
both at Tier 1 and Tier 2 level
 Monitor student progress
 Learn from each other
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Work with your team to develop a job
description for each of these Teacher Data
team roles and assign a school-based person
to each.
 Facilitator
 Timekeeper
 Recorder
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What you’re doing takes courage.
Pay attention to the people who want to help kids.
They will become your role models.
Some people will pay attention to you.
Let other people pay attention to the role models.
Inspect what you expect.
Be transparent. We’re in it together.
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