Transcript Critical Components for RTI Startup

The Critical Components
of RTI Startup
By
John E. McCook, Ed.D.
[email protected]
Syracuse, New York
November 15, 2010
Copyright held by author. Reprinted with permission.
Do I Really Have To?
• Federal Language
1) Data that demonstrates that prior to, or as a part
of, the referral process, the child was provided
“appropriate instruction in regular classroom
settings,” delivered by qualified personnel; and
2) Data-based documentation of repeated
assessments of achievement at “reasonable
intervals” which were provided to the child’s
parents.
34 C.F.R. 300.309
2
Teaching Reading is Urgent: Brutal Fact
Minutes Per Day
~
A student in the 20th percentile
Words Read Per Year
Percentile
Rank
Books
Text
Books
Text
98
65.0
67.3
4,358,000
4,733,000
90
21.2
33.4
1,823,000
2,357,000
reads books 0.7 minutes a day.
80
14.2
24.6
1,146,000
1,697,000
~ This
70
9.6
16.9
622,000
1,168,000
60
6.5
13.1
432,000
722,000
50
4.6
9.2
282,000
601,000
40
3.2
6.2
200,000
421,000
30
1.8
4.3
106,000
251,000
20
0.7
2.4
21,000
134,000
10
0.1
1.0
8,000
51,000
2
0
adds up to 21,000 words
read per year.
~
A student in the 80th percentile
reads books 14.2 minutes a day.
~ This
adds up to 1,146,000
words
read per year.
Torgeson J.K. 2004
0
0
8,000
Early Intervention Changes Reading Outcomes
5.2
Reading grade level
5
4.9
With substantial
instructional
intervention
4
3
Low Risk
on Early
Screening
With research3.2 based core but
without extra
2.5 instructional
intervention
2
1
At Risk on Early Screening
44
2
3
4
Grade
level
corresponding
to age
Torgesen, J.K. ( 2001). The theory
and practice
of intervention:
Comparing outcomes
from prevention and remediation
1
studies. In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton
Publishers. Slide coursety of W. Alan Coulter http://www.monitoringcenter.lsuhsc.edu
Understand the Phases
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Awareness
Commitment
Capacity
Implementation
Evaluation
Non-negotiables of RTI
1.
2.
3.
4.
5.
Universal screening
Multiple tiers of intervention
Intervention/data teams
Progress monitoring
Integrated data collection/assessment
system
6. Scientific research-based interventions
7. Fidelity
8. Professional development
The Basics
Any
Curriculum
Intensive, Individual Interventions
•Individual students
•Assessment-based
•High intensity
•Of longer duration
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
5-10%
80-90%
Intensive, Individual Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
5-10%
Students
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
Area
Academic Systems
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Sugai, Horner et al
What is Universal Screening?
Universal Screening
• Development of “benchmark” data norms
–
–
–
–
Classroom
Grade level
School
District
• Benchmark data taken three times per year
– Fall
– Winter
– Spring
Universal Screening
• Data from benchmarks must be available to
teachers, principals, and district staff and
shared with parents.
• Data must be “user friendly” in format.
What is CBM?
Curriculum-based measurement, or CBM, is a
method of monitoring educational progress
through direct assessment of academic skills. CBM
can be used to measure basic skills in reading,
mathematics and written expression, and readiness
skills.
What is a Probe?
When using CBM, the examiner gives the
student brief, timed samples, or "probes,"
made up of academic material taken from the
expected skills for the particular grade level.
How are Probes given and scored?
These CBM probes are given individually or in groups
(depending on the probe), under standardized
conditions, are timed and may last from 1 to 6
minutes, depending on the skills being measured. The
child's performance on a CBM probe is scored for
speed, or fluency , and for accuracy of performance.
What do Probes look like?
Reading R-CBM
This student read 72 WRC/8 Errors
Reading Comprehension Maze
15 correct with 1 error
Math
Computation
Math Concepts and Applications
Implementing RTI
1. Collect local norms using CurriculumBased Measurement (CBM) Probes
2.
3.
4.
5.
Identify at-risk students
Provide academic intervention(s)
Monitor student progress
Evaluate the response to the intervention(s)
Example of Benchmark Data
Not Good! Look at the drop
In the spring!!!
One of “our” students — Look
at his progress!!!
The Support Team Process
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Belief systems
Team roles
Purpose
Leadership issues
Support Teams Under Discrepancy
• What is the purpose of support team?
– The altruistic answer is to help kids succeed
– The real life answer is, “That's how you get a kid
to special education.”
How does support team receive
child?
Parent refers->Support Team<-Teacher refers
|
|
Referral to Special Education
Support Team Under RTI
• Purpose is to keep child in general education
classroom
• Provide interventions and measure progress in
general education
• Results in buy-in from general education
teacher
How Does Child’s Situation Get to Support Team
Under RTI?
Data Bring Child’s Needs to Attention of Support
Team Through Benchmarks
Vast majority is done this way
Support Team Process
Some come from parents
Parent Referral
Few come from teachers
Teacher Referral
Why the Change?
• Universal screening data (benchmark) identify
children in need of intervention
• Teacher supports process through classroom
data
• If parent referral, then parent provides
information through parent referral form
Implementing RTI
1. Collect local norms using CurriculumBased Measurement (CBM) Probes
2.
3.
4.
5.
Identify at-risk students
Provide academic intervention(s)
Monitor student progress
Evaluate the response to the intervention(s)
What Are Interventions?
• Targeted assistance based on progress monitoring
• Administered by classroom teacher, specialized
teacher, or external interventionist
• Provide additional instruction
– Individual,
– Small group,
– And/or technology-assisted
What Are Interventions?
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Match curricular materials and instructional level
Modify modes of task presentation
Cue work habits/organizational skills
Modify direct instruction time
Modify guided and independent practice
Ensure optimal pacing
May use partner reading
Interventions are NOT
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Preferential seating
Shortened assignments
Parent contacts
Classroom observations
Suspension
Doing MORE of the same/general classroom
assignments
• Retention
• Peer-tutoring
Written Intervention Plans
• A description of the
specific intervention
• Duration of the
intervention
• Schedule and setting of
the intervention
• Persons responsible for
implementing the
intervention
• Measurable outcomes
that can be used to
make data-based
adjustments as needed
during the intervention
process
• Description of
measurement and
recording techniques
• Progress monitoring
schedule
How Will We Know If It Works?
Progress Monitoring
• Is formative
• Uses a variety of data collection methods
• Examines student performance frequently over
time, to evaluate response to intervention in making
data-based decisions
• Is on-going, systematic process for gathering data
– Academic
– Social
– Behavioral
Progress Monitoring
• Curriculum-Based Measurement (CBM) is the
recommended tool for measuring student
response to the intervention.
Progress Monitoring
• The purpose of progress monitoring is to take
frequent measures, usually weekly, of a
student’s performance to determine whether
he or she is making progress in response to
the intervention.
• Most models that have been researched have
used CBM for weekly progress monitoring.
Why Not Pre- and Post-Test?
Pre-Test
(10 Weeks)
?
Post-Test
Positive Response to Intervention
Not Responding to First
Intervention
Better Response to
Intervention
Interpreting Progress
43
44
So We Have Data
• Integrated data assessment/analysis
– Team level for targeted students to alter
instruction based on response to the intervention
• School level use of data
• District level use of data
• What about?
– ELL
– Disaggregated groups
Scientific, Evidence-Based Interventions
• Programs, not strategies in Tiers II and III
• Sources
– Fcrr.org
– Interventioncentral.org
– Etc.
Fidelity: Two-Step Process
• Typical step is how long do we do the
intervention (number of sessions or time)
• Most overlooked – are we doing the
intervention in the manner it was designed
• 6- to 12-minute walk-throughs
Professional Development
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Awareness for all
Leadership training
Implementation of intervention training
Data analysis and use training
Team training
Follow-up training