Transcript Problem Solving & Response to Intervention
Training Modules
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
Data Meetings & Problem Solving
MODULE 3
Interventions & Progress Monitoring
Stay focused
Keep sense of humor
Don’t shoot the messenger
Silence cell phones
Honor time limits
Participants will understand…
Consensus Building
Definition, Rationale, and Goals of RtI in Florida
Laws – NCLB, IDEIA, Florida Rules & Statute
Infrastructure
Multi-Tiered Model
Big Ideas of Problem Solving
Formation, Function and Purpose of Problem Solving Teams
Principal’s Role in RtI
Implementation Steps of RtI
In the beginning
None of Beliefs, Skills, Knowledge necessary to participate in a Problem Solving/ Response to Intervention Model All of Beliefs, Skills, Knowledge
Over Time
None of Beliefs, Skills, Knowledge necessary to participate in a Problem Solving/ Response to Intervention Model All of Beliefs, Skills, Knowledge
RtI is the practice of
(1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance (3) to make important educational decisions to guide instruction.
National Association of State Directors of Special Education, 2005.
RtI is a way to help all students obtain the appropriate instruction and intervention to improve their academic process.
RtI allows students who struggle, but may not be eligible for ESE services, to receive support services that are based on their individual needs.
RtI is a preventative approach that aims to identify struggling students before they fall too far behind their peers.
RtI prevents inappropriate identification of students for special education services. Racial disproportionality is reduced in programs for students with learning disabilities, mental handicaps and emotional handicaps.
RtI is a means for those students who “fall between the cracks” to get the help they need.
Catching them all…
120 110
Three different students
100
Reading Level
90 80 70 60 Intellectually Disabled 60 70 ?
SLD 80 90
Intelligence
100 110 120
Identify students early .
Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner.
Modify instruction and implement evidenced-based interventions based on individual needs.
Make informed decisions about what resources are needed to ensure student success.
Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in 2004.
This Federal legislation provides the guidelines that schools must follow when identifying children for special education services.
Based on the changes in IDEIA 2004, the Florida Department of Education (FDOE) updated its regulations. The new FDOE regulations:
Explicitly ALLOW districts to use RtI to identify ESE students.
Requirements
Evidenced-based practices Frequent progress monitoring with changes in programs as needed Early intervention Student outcomes drive decisions
The central question is not: “What about the student is causing the performance discrepancy?” but “What about the interaction of the instruction, curriculum, environment, and learner should be altered so that students will learn?” This shift alters everything!
Teachers will meet regularly in grade levels with an increased focus on data.
An emphasis on a collaborative approach among teachers to share best practices.
Resources will be utilized in different ways.
Students will receive services earlier in their school career.
Changes that RtI brings…
Earlier and more precise identification of problems.
A more accurate identification of qualifying students for ESE.
Decisions become more data driven.
Assessments become a common tool to gauge student growth, classroom growth, and building wide growth.
Changes that RtI brings…
And…the principal’s role as a lead learner will be magnified…
The challenge of implementing an RtI system demands: adopting new beliefs, attitudes, knowledge, and skills. demonstrating the discipline to change what traditionally we have done.
RtI IS:
Complete T-Chart 1. Collaborate with members at your table to complete chart.
2. Envelope with sentence strips containing statements describing what RtI is and what RtI is not.
Data Driven Decision-Based A problem solving framework to structure our thinking and decision making Matching needs and resources A collaborative effort Uniquely defined for each school building An “Every” Education Initiative Decisions are based on the “gut feel” approach An instructional program Intended to encourage or stop placement of students Possible to implement alone The same for each school A special education, general education, Title I, etc. initiative Guided by philosophy or habits Guided by Outcome = Result orientation Opportunity to learn for ALL Serving whole school, groups, and individuals Opportunity to learn for some Serving one student at a time
Multi-Tiered System that supports RtI
Resources: time, personnel, materials Problem Solving Process
Three teams that will look at data Principal leadership
Challenges to Implementation
ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports. Tier 2: Targeted, Supplemental Interventions & Supports. Tier 1: Core, Universal Instruction & Supports.
Three Tiered Model of School Supports
Tiers of Service Delivery
Response to Intervention Is it working?
Problem Identification What is the Problem?
I II III Problem Analysis Why is it occurring?
What are we going to do about it?
Intervention Design
General academic and behavior instruction and support provided to all students in all settings .
More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.
Inventory of Resources
Tier I
Inventory all universal programs in the school intended to prevent student academic or behavioral failure.
Tier II
Inventory programs or supports that can be individualized and matched to students with emerging academic or behavioral difficulties.
Tier III
Inventory the most intensive programs reserved for students with severe and chronic academic or behavioral problems that have not responded to Tier I or Tier II supports.
EVERYONE in the school building is a potential intervention resource Re-conceptualize who does what Personnel are used AFTER needs are identified Survey personnel resources across grade level teams
IMPLEMENTATION STEPS: Critical Order Prioritized
Utilizing Resources…
Analyze data and build instructional groups based on “specific” need Take inventory and recommend materials
needed for instruction
Investigate and problem solve
scheduling/spacing issues
REMEMBER, student performance matters more than labels, locations and staff needs
Find time without requiring additional personnel…
Staggering instruction
Differentiating instruction
Cross grade instruction
Skill-based instruction
Before and/or after school
In other words, creative time management
Example of Staggered Reading Blocks with “Walk and Read”
(Sarasota County)
Team
K 1 2 3 4 5
Reading 8:45-10:30 8:45-10:30 10:30-12:15 Writing
10:30-11:30 1:35-2:35 12-1 9:45-10:30
Math
1-2 8:45-9:45
Science/SS
12:15-12:50
Special Area
12:50-1:35 2-2:30 1:15-1:40 11:15-12 1:40-2:25
Lunch
11:30 12:15 10:30 11:15 12:30-1:15
10:30-12:15
9:30-10:30 1-2 2-2:30 8:45-9:30 12:15-1
12:45-2:30 12:45-2:30
8:45-9:35 9:45-10:25 10:20 11:20 8:45-9:45 11:20-11:55 11:50-12:35 9:35-10:20 10:25 11:10 11:55 12:40 11:10-11:50
TIME
KINDERGARTEN 1ST GRADE Palm Bay Elementary MASTER SCHEDULE 2009-2010 2ND GRADE 3RD GRADE 4TH GRADE 5TH GRADE 6TH GRADE
800-810 810-830 830-845 845-900 900-915 915-930 ANNOUNCEMENTS
INTERVENTION 8:10-8:40
ANNOUNCEMENTS
INTERVENTION 8:10-8:40 READING BLOCK
8:40-10:10
READING BLOCK
8:40-10:10 ANNOUNCEMENTS
INTERVENTION 8:10-8:40 READING BLOCK
8:40-10:10 ANNOUNCEMENTS
INTERVENTION 8:10-8:40 READING BLOCK
8:40-10:10 ANNOUNCEMENTS
READING BLOCK 8:10-9:40
930-945 945-1000 1000-1015 1015-1030 1030-1045
EXTENDED P.E.
10:10-10:40 (3 to Recess)
1045-1100 1100-1115 1115-1130 1130-1145 1145-1200 1200-1215 1215-1230 1230-1245 1245-100 100-115 115-130 130-145
LUNCH 10:42-11:37
WRITING 11:40-12:15(3 to Recess)
ACTIVITY 12:17-12:57
MATH SCIENCE 145-200 200-220 1:00-2:20 220 Dismissal 225 14 min
ACTIVITY 10:24-11:04
WRITING 11:05-11:35 SCIENCE 11:35-12
LUNCH 12:02-12:40 EXTENDED P.E.
12:40-1:00
MATH 1:10-2:10 Dismissal WRITING
LUNCH 10:30-11:09 EXTENDED P.E.
11:10-11:40
MATH 11:40-12:40 WRITING
ACTIVITY 1:00-1:40
SCIENCE 1:40-2:20 Dismissal
LUNCH 10:12-10:54 ACTIVITY 11:07-11:47 EXTENDED P.E.
11:50-12:20
MATH 12:20-1:20 WRITING 1:50 1:20 SCIENCE 1:50-2:20 Dismissal
ACTIVITY
ANNOUNCEMENTS SCIENCE 8:10-8:58
ACTIVITY 8:58-9:38 READING BLOCK
ANNOUNCEMENTS
ACTIVITY 8:15-8:55 EXTENDED P.E.
8:55-9:25 Intervention 9:30-10 LUNCH 10:00-10:36 9:41-10:21 EXTENDED P.E.
9:40-11:10 BLOCK 1 10:21-10:51
WRITING 10:50-11:40
LUNCH 11:40-12:29
MATH 11:10-12:10
10:40-12:10
MATH 12:45-1:45
LUNCH 12:19-12:58
SCIENCE 1:45-2:20
EXTENDED P.E.
1:00-1:20
WRITING 1:20-1:45 BLOCK 2 12:15-2:20
INTERVENTION
1:45-2:15 Dismissal
INTERVENTION
Dismissal
1:45-2:15
Dismissal
CVC Skill 2 (Jungovich 506) Sherman
Tiffany Gabriel Jane Bob
Ross
DeeDee Trevor
Walsh
Jake Kayla Ray
(9) CVC Skill 2 (Mazziotti 801) SRA Jungovich
Caleb Sara Travis Dwight Ashley
(5) 3 rd Grade – Walk to Intervention (Turner Elementary) Blends Skill 3 (Ross 507) Jungovich
Bradlee Lillie Terri
Walsh
Christopher
Ross(6)
Joe Tom
Comp/Fluency Voyager (Shelton/Pagan) Pagan Group (3 rd Grade Pod) Jungovich
Sara Joe Logan Lucia Daniel
Walsh
Charles A.J. Jospeh Colton
(9) (Room 501)
Trenton Dante J Dave Moe Nick Andrews Tommi
Ross
David Megan Shane Najet Jamie James Diamond Cassandra
(15) Comprehension Anthologies (Walsh 504) Jungovich
Zachary
Kari Kate Nick Pam Dan Jon
Derrick
Bry Ed Wyatt Joey Sam Bobby
Walsh
Jim Dana Bill Elaina
Javier
(19) Comprehension Anthologies Walsh
George Sophia Harvey Ken Christina Silvia Stever
Eli Brianna
( 505)
Abel
Ross
Ethan Destiny Aiden Chris Tristi Melina Ki Kevin Jescee Dylan Alexis Ericka
(22) Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2 Instructional Delivery: SRA Progress Monitoring Tool: PSI Form B and C Progress Monitoring Tool: PSI Form B and C Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 3 Progress Monitoring Tool: PSI Form B and C Instructional Delivery: Voyager Passport F Progress Monitoring Tool: Voyager Passport RCT Instructional Delivery: Comprehension through Anthologies Instructional Delivery: Comprehension through Anthologies Progress Monitoring Tool: CARS Progress Monitoring Tool: CARS
RTI Resource Map – RtI Resource Map - _______________ Elementary
Tier Tier 1 Assessment Example: FAIR Instruction/ Interventions Example: Differentiation, Flexible Grouping, etc.
Resources: Personnel Tier 2 Example: Phonics Screener Resources Materials Tier 3
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.
Evaluate
Did the plan work?
Problem Identification
What is the problem?
Problem Analysis
Why is it occurring?
Develop and Implement Plan
What can we do about it?
Every child can learn.
Every child is everyone’s responsibility.
Parents are an integral part of the problem solving process.
Intervention-focused problem solving can accelerate learning.
PSM is a paradigm shift from a traditional test-place model to a proactive model that integrates classroom based assessment and instruction.
Effective collaborative problem solving teams are built for training, for working together, and for making effective use of a school’s resources.
The problem-solving model does not necessarily demand an increase in resources.
It does demand the use of existing resources in a different way.
Identify the Problem Analyze the Problem Design Intervention Implement Intervention Monitor Progress Evaluate Intervention Effectiveness
L J
Timeline
1.
2.
3.
4.
5.
Find ‘em (assessment) Do something with ‘em (interventions) Watch ‘em (progress monitoring) Make informed decisions (data based) Change .. if necessary (instructional modification)
Eligibility Focus Diagnostic/Test & Place Model Get label Outcome Focus Problem Solving/ Response to Intervention Model Get help
Flexible use of all resources through greater coordination and communication among staff.
Involved parents will have an understanding of their child’s ability as it relates to expectations.
Interventions are implemented within the general education environment by the available staff.
THERE IS NO BOX and IT IS NOT EASY . . . TiR It takes a VILLAGE . . . TiR You MUST have DATA . . . TiR Procedures will only create cosmetic changes . . . They will never produce the necessary paradigm shift (BELIEFS, ATTITUDES, AND PRACTICE) . . . TiR Address the problems that arise using the problem-solving process . . . TiR Recognize the importance of the learning process . . . TiR
School Leadership Team
Teacher Data Team Individual Problem Solving Team
MEMBERS
Administrator (facilitator) Guidance Counselor/Service Professional Instructional Coach(es) Primary/Intermediate Teacher(s) Exceptional Education Teacher(s) Activity Teachers(s)
FUNCTION
Provides vision for both academic and behavioral success
Plan, implement and monitor the progress of school improvement
Implement Response to Instruction/Intervention as a school wide method of raising student achievement outcomes
Systematically evaluates the school infrastructure, scheduling, personnel and curriculum resources, staff development, and procedures
One individual can’t accomplish this level of school reform.
The charge of the team is to guide the staff through the process.
be seen as lead learners. be willing to learn the RtI model in depth.
have skills in collaboration, communication, and leadership.
learn about systems to support data based decision making.
learn about evidenced-based research & multi-tiered interventions.
learn about the problem solving process.
How strong is the current core instruction and does it meet the needs of at least 80% of our students?
Which student groups are at risk for failure?
Does any over-representation of particular student groups exist in those students identified at-risk?
How can existing resources be reallocated to support RtI?
100 80 60 Expected Reading Level 40 20 0 Total White Econ Disadv Students w/ Disabilities Expected Reading Level 2006-07 84 88 71 61 51 2007-08 78 82 61 48 58 2008-09 84 89 73 64 65 2009-10 72 2010-11 2011-12 2012-13 2013-14 79 86 93 100
100 80 60
Expected Math Level
40 20 0 Total White Econ Disadv Students w/ Disabilities Expected Math Level 2006-07 71 77 48 44 56 2007-08 69 72 38 38 62 2008-09 73 76 47 47 68 2009-10 74 2010-11 2011-12 2012-13 2013-14 80 86 93 100
In order to identify a problem, you’ve got to start with three pieces of data Benchmark level of performance Student level of performance Peer level of performance
140 120 100 80 60 40 20 0 0 1 2
Peers Benchmark Student
3 4 5 6 7 8 9 10 11 12
140 120 100 80 60 40 20 0 0 1 2
Benchmark Peers Student
3 4 5 6 7 8 9 10 11 12
140 120 100 80 60 40 20 0 0 1 2
Benchmark Peers Student
3 4 5 6 7 8 9 10 11 12
Is the core meeting the needs of 80% of the students? Are we meeting the needs of our SUBGROUPS?
Student Peers
MEMBERS
Administrator Instructional Coach(es): Elementary – Grade Level Teams Guidance Counselor/Service Provider
FUNCTION
Utilize the problem solving process to meet needs of students Analyze data from Tier 1 and Tier 2 assessments to monitor the effectiveness of core instruction (Tier 1) and supplemental instruction (Tier 2) across the grade level or department Monitor fidelity of core Tier 1 instruction
Are we diagnosing a lot of fish or does the water in the fish tank need to be re-evaluated?
Examine the grade level… what trends do we see?
How can we best examine the needs of the students who have a skill deficit?
MEMBERS
Administrator (s) Guidance Counselor/Service Provider School Psychologist Classroom Teacher(s) Parents ESE contact/teacher Interventionist/Title 1 Teacher
AS NEEDED MEMBERS
Speech/Language Pathologist Staffing Specialist Instructional Staff (coaches) Gifted Teacher Behavioral Analyst Occupational Therapist Physical Therapist Social Worker
Intervention plans should be developed based on student need and skills as well as availability of staff.
Teachers and other interventionists should not be expected to implement plans for which there is no support.
Role of IPST members is to provide needed support.
Discuss who will be on each of the three teams.
When will each team meet?
Where will each team meet?
Who will be the facilitator for each team?
Challenges to Implementation
Building Consensus
Have conversations about Student Achievement Present current Best Practices Lead teachers to discover the benefits of RtI Communicate expectations
Monitors curriculum, instruction, and assessment practices
Guides staff to focus on student learning
Provides leadership for effective instructional practices & positive behavior supports
Plan follow-up meetings discussing implementation agreed upon strategies.
Conduct observations to ensure strategy implementation. Include fidelity checks.
Support professional learning. Assist teachers to learn new strategies (peer coaching, modeling, shadowing, etc.)
NBA Coach, Mo Cheeks and thirteen year old singer, Natalie Gilbert
TIMELINE: YEAR 1 Implementation of RtI will require:
1.
2.
3.
4.
5.
Consensus among key players Establishing Problem Solving Teams at all levels Infrastructure to support RtI and problem solving processes and procedures Monitoring Implementation of RtI and Problem Solving processes Leadership and support of the school principal is essential to implementation success
The Commitment Set up systems that support:
Collection and use of student data
A multi-tiered model of interventions
Data-based decision making
Differentiating instruction Ongoing data collection and analysis Evidence-based intervention strategies Progress monitoring Problem-solving methods to facilitate data-based instructional decision making Professional collaboration skills
To implement RtI effectively, schools must develop a specialized set of tools and competencies, including:
A structured format for problem-solving The use of evidence-based interventions that address common reasons for school failure The ability to use various methods of assessment to monitor student progress in academic and behavioral areas
Just remember…
RtI is a process, not a set curriculum