Transcript Slide 1

I-RtI Network
Parent Engagement,
Decision Rules and
Intensifying Intervention at
Tier 3
October, 2014
Facilitated/Presented by:
Insert name(s) here
The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of
Education. All funding (100%) is from federal sources.
The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12.
However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not
assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán)
Making
What
Check-in
connections
Applying
Review
One of the best
ways to remember
something is to
test yourself.
September
Extension
Activity
Action Plans
Learning
Objectives
Review
Pre-Meeting
Survey
Results
I-RtI Network
SUSTAINABILITY: PARENT
ENGAGEMENT
Family Engagement Framework
Develop a
Family
Engagement
System
Build a
Welcoming
Environment
Enhance
Communication
Include Parents
in Decision
Making
Family Engagement Framework
• Principles
• Standards
• Crosswalk
– Essential Elements
– Guiding Questions
– Family Engagement Standards
– Legislative Requirements
SAPSI-D Items
• District Leadership Team includes members
from schools, parents, community, etc.
• Systematic efforts for communication with
parents to facilitate and reinforce an
understanding of MTSS.
• System for sharing (including with parents)
ongoing district progress reports and
implementation outcome data.
“If the model is functioning
well, by the time a student
reaches the point of a
comprehensive evaluation
or is in need of Tier 3
interventions, families and
educators have longestablished, positive,
engaged relationships that
center around supporting
student learning, sharing of
data and decision making,
interventions, and
collaborative problem
solving.”
What Do We Need to Communicate ?
Who Needs to Know it?
When and How Often?
How Will They Give Feedback?
How Will We Know It Is Working?
Survey Says…
Those working with my child in his/her school
communicate…
Illinois State Personnel Development Grant: Professional Development and Coaching to Support School Improvement 20132014 Pilot Survey on Parent Awareness of RtI/MTSS
Those working with my child at
his/her school explained…
Illinois State Personnel Development Grant: Professional Development and Coaching to
Support School Improvement 2103-2014 Pilot Survey on Parent Awareness of RtI/MTSS
Culturally Responsive Parent
Engagement: Concrete
understandings and basic
strategies by Sabrina King and
A. Lin Goodwin (2002)
Guiding Questions
• What are key assumptions of culturally
responsive parent engagement?
• Which common misconceptions
do you most identify with?
Guiding Questions for Part 2
• What strategies can be used to develop a PE
structure that is culturally responsive?
• How does this information apply
to your district?
How Does it Look for You?
Myth or Truth?
• Parent permission is
required for Tier 3
support
• How does your
district handle this
issue?
• Benefits
• Disadvantages
Time to Reflect
What did you gain from today’s
discussion?
What would you like to know more
about?
What steps will you take to intensify or
improve Tier 3 Parent Engagement in
your district?
I-RtI Network
TIER 3 SUPPORTS FOR
STUDENTS
I-RtI Network
IDENTIFY NON-RESPONDERS TO
TIERS 1 & 2
Tier 3 Decision Rules for…
Effectiveness
Fidelity
Progress
Entry/Exit
Common Language
What?
• Tier 3 support is
– Intensive intervention
– Individual or very small
group
– Layered support
– Narrowed focus
– Aligned with Core
– Prior to consideration for
Special Education
How ?
• Tier 3 support uses:
– Additional time
– Individualized instruction
– Individual Diagnostics
– Individual Problem
Solving
– Highly trained
interventionists
– Research based
strategies and materials
Why?
Goal =
Identify the type
of support that
a student needs
in order to
grow!
Entry and Exit
Rules for Tier 3
Cut scores can be:
•Percentiles to allocate
available resources
•Based on national norms
per assessment
•Based on local norms and
tied to State tests
(predictive for prevention,
Plan Evaluation)
•Based on needed Rate of
Improvement/Growth
•Based on multiple
measures
• Entry determined by:
– Lack of progress at Tier 2
– Severe discrepancy at Tier 1
• Exit determined by:
– Sufficient progress to fade
intervention
– Demonstrated need for
possible additional support
through an IEP
Data to Include
•
•
•
•
•
Progress monitoring
Diagnostic results
Intervention ‘history’
Classroom performance
Fidelity Data
• Blended data –
academic and
behavioral
• Attendance
• Student strengths
• Parent input
Lack of Progress Criteria
Elsie Tier 2 (Results 2)
End of Grade 2 and Grade 3
110
Tier 2: Supplemental 100
90
70
60
62
56 58 55 56
50
52
40
47
62
Trendline = 1.07
words/week
30
20
Aimline = 1.62
words per week
Note: Third Grade Msmt.
Materials used at end of
Second grade and through
Third grade
10
School Weeks
Ju
n
ay
M
pr
il
A
ar
M
Fe
b
Ja
n
D
ec
N
ov
O
ct
ep
t
S
Ju
ne
ay
0
M
Words Correct Per
80
Discrepancy Criteria
Significant discrepancy is defined as:
Assessments used to determine:
Documentation:
A. When administered a norm-referenced local assessment, the child obtains at least 1 post-intervention score . . .
___Below 10th%-ile when compared to
district peers (when available) or below
25th%-ile when compared to national
norms in current grade placement
•Curriculum-Based Measurement
benchmarking
•DIBELS
___Below the 25th%-ile on measures
below current grade placement
•Survey Level Assessment
B. When given 3 different non-modified classroom/grade level assessments post-intervention in a single curricular area, the child scores
...
___Below 70% of peer median
•Presentations
•Tests / Quizzes
•Written Products
Example: Three peers score at 75, 80,
& 100; median score=80
70% of 80=56
C. When administered a group assessment, the child scores . . .
___Below the 16th%-ile or “below
standards” on a composite, with stronger
consideration given to most recent
assessment
•ISAT
•Gates
•Other nationally, normed group
assessments
D. When administered an individual norm-referenced assessment, the child scores . . .
___Below the 16th%-ile on a composite
•Achievement assessment
•Language assessment
See attached
Rates of Improvement
Actual/Trend ROI
is above the Goal
ROI
more than .5
above
within .5 above
Data
Review
Decision
Making
PM+
Continue or Fade
PM=
Continue
actual /trend ROI
is above(1.5 times
typical ROI)
more than .5 below
actual/trend ROI
is below (1.5
times typical ROI)
Actual/Trend ROI
is below the Goal
ROI
actual /trend ROI
is above (1.5 times
typical ROI)
PM
Continue
....and integrity
>75%...
...and integrity is
<75%...
PNM+
modify or move
PNMcorrect integrity
and modify
PM
Continue
....and (1.5 times
the typical ROI) is
above the goal ROI
within .5 below
Goal: The weekly progress needed by an
individual student to reach the spring
grade level 25th %ile on local district
norms (R-CBM)
Actual/Trend: The weekly progress that an
individual student is actually making
as determined by R-CBM progress
monitoring data and time elapsed
Typical: The average weekly progress
made by students at that grade level
at the 25%ile in the local district
norm group (R-CBM)
actual/trend ROI
is below (1.5
times typical ROI)
...and (1.5 times
the typical ROI) is
below the goal ROI
...and integrity
>75%...
...and integrity is
<75%...
...and integrit is
>75% ...
...and integrity is
<75%...
PM=
continue
PM=
correct integrity
and continue
PNM+
modify or move
PNMcorrect integrity
and modify
NWEA MAP below 3%ile
Establish
Guidelines for
Entrance and
Exit Criteria
Homework completion below 49%
Academic Warning- ISAT
AIMSweb Well Below Average
Grades : 50% or more Needs Improvement or D/Fs in
Reading and/or Math
Built-in curriculum assessments below 50%
90% or lower attendance per quarter
More than 5 ODRs-Major (SWIS data)
More than 8 visits to the nurse per quarter (excluding
required medical visits)
Less than 1.5 X grade-level ROI if receiving an intervention
NWEA MAP between 3 and 25%ile
Homework completion between 50 and 79%
Below Standards- ISAT
AIMSweb Below Average
Grades : 20-49% Needs Improvement or Ds in Reading and/or Math
Built-in curriculum assessments between 50 and 69%
90% or higher attendance per quarter
Between 2 and 5 ODRs-Major (SWIS data)
Between 3 and 8 visits to the nurse per quarter (excluding required
medical visits)
Less than grade-level ROI
NWEA MAP above 26%ile
Homework completion 80% or higher
Meets or exceeds ISAT
AIMSweb within average range or higher
Grades: Progressing or Meets Expectations or C or higher in Reading and Math
Built-in curriculum assessments 70% or higher
95% or higher attendance per quarter
Less than 2 ODRs- Major (SWIS data)
Less than 3 visits to the nurse per quarter (excluding required medical visits)
Grade-level ROI from ISAT Correlation Targets
Establish
Guidelines for
Entrance and
Exit Criteria
F in the subject area
More than 5 ODR’s in a semester
ISAT academic warning
75% or lower homework
completion
Below 10 on EXPLORE
Below 80% attendance
10% or below on CBM
Common Formative Assessments
below 70 %
D or higher in the subject area
Less than 5 ODR’s in a semester
ISAT below expectation
75% homework completion with accommodations
10-12 on EXPLORE
80% or better attendance
10%-25% on CBM
Common Formative Assessments 70% or better
C or higher in the subject area
Less than 2 ODR’s in a semester
ISAT meets or exceeds
85% homework completion
Higher than 12 on EXPLORE
95% or better attendance
Average or above average on CBM
Common Formative Assessment 80% or better
Reading Data Example
Questions about ??
• Cut scores
• Convergence of
measures
• Magnitude
• Uses of this data
3%
100%
14%
90%
80%
70%
Tier 3
60%
50%
Tier 2
83%
40%
30%
20%
10%
0%
% Identified
Tier 1
ACTIVITY
•
•
•
•
•
Discrepancy Criteria Table
Elementary or MS/HS Triangle
Flow Chart with Decision Rules
Decision Points Table
Multipoint Data Spreadsheet
High School Issues
• Identify a minimum
standard for performance
– Grade 6 or 7 or 8
• For incoming freshmen -use
existing data from 8th grade
performance to allow for:
– Additional skill assessment if
needed
– Pre HS Summer intervention
– Fall class creation and
scheduling
– Early intensive intervention
for at risk students
Time to Reflect
What did you gain from the discussion
and activities?
What would you like to know more
about?
What steps will you take to improve use
of Tier 3 decision rules in your district?
I-RtI Network
FIDELITY AT TIER 3
Plan to ensure fidelity of
outcomes
Fidelity
Curriculum
• Are we adhering to the curriculum as
planned?
Instruction
• Are we adhering to instructional
strategies/routines as planned?
Assessment
• Are we administering & scoring
assessments reliably?
Process
• Are we adhering to the process as
planned?
SASED, 2013
Examining Fidelity at Tier 3
• Student Engagement
• Adherence
• Duration
• Quality of Delivery
• Program Specificity
(Dane & Schneider, 1998; Gresham et al., 1993; O’Donnell, 2008)
Fidelity Tools
• Example tools
– GTIPS Imperative Questions
– Individual Case Feedback Form
– Intensive Intervention Practice Categories
Checklist
– Planning Intensive Intervention
Checklists-Optional Activity
• Use the previous tool examples as a template,
and begin the process of creating a tool or
checklist that could be used to improve Tier 3
Fidelity.
• How could you use this activity with your
internal coaches or school staff?
Time to Reflect
What did you gain from the discussion
and activities?
What would you like to know more
about?
What will you do to improve or intensify
Tier 3 fidelity?
I-RtI Network
STRATEGIES TO INTENSIFY
INTERVENTION AT TIER 3
Tier 3 Intervention Alignment
5 Reasons Why Students Fail
(Daly & Martens, 1997)
1. It’s too hard.
2. They have not spent
enough time doing it.
3. They have not had
enough help to do it.
4. They have not tried
doing it that way before.
5. They don’t want to do it.
1. Skill acquisition
2. Academic proficiency
(speed)
3. Academic proficiency
(accuracy)
4. Generalization strategies
5. Motivational strategies
Can’t Do/Won’t Do Assessment
ACTIVITY
• Use Adaptive Schools ‘Card Sort’ Activity to
generate ideas on how to intensify
interventions
Alterable Variables?
•
•
•
•
•
•
•
•
Group Size
Focus
Time
Materials
Strategies
Motivation
Delivery
Environment
Time
Engagement
Strategies
Delivery
ACTIVITY
• Mini-Lessons on
Intensifying Interventions
• Read and create a 4 min
lesson on concepts
• Choose your area:
– Time pgs. 19-28
– Learning Environment pgs.
29-34
– Cognitive Strategies pgs.
35-47
• Self-regulation/Selfmonitoring pgs. 49-67
• Delivery
– Instructional Match 75-77
– Systematic/Explicit pgs. 7885
– Use precise language pgs.
86-88
– Response/Feedback pgs.
89-93
– Practice pgs. 94-95
Intensify Reading Intervention
•
•
•
•
Focus instruction on a small, targeted set of skills
Adjust pacing of lessons
Schedule multiple and extended sessions daily
Include opportunities for extensive practice and
feedback during intervention
• Use input from the PS team, including accurate
PM data, to individualize
intervention
• Teach skills/strategies to
mastery
IES Practice Guide, National Center on
Intensive Intervention
Intensify Math Intervention
–
–
–
–
–
–
–
–
Emphasize number combinations and word problems
Provide explicit instruction
Design instruction to minimize the learning challenge
Provide a strong conceptual base
Provide opportunities for speeded practice
Incorporate cumulative review
Include motivation strategies
Monitor progress
Math Intervention Strategy
Interleaved Solutions and Problem Solving
Focus areas: Acquisition, fluency, generalization
Scaffolding is provided to students by interweaving
worked problems & unworked problems
– Correctly worked problems
– Gradually reduce number
– Individual or small groups
Evidence-Based Intervention Network,
ebi.missouri.edu
Time to Reflect
What did you gain from the discussion
and activities around intensifying
intervention?
What would you like to know more
about?
What will you do to improve the delivery
of intensive interventions at Tier 3?
I-RtI Network
TIER 3 CONSENSUS
Core Beliefs
• We can teach all children
• Intervene early
• Use a multi-tier, problemsolving model
• Use research-based,
scientifically validated
interventions and
strategies
• Monitor student progress
• Use data to adjust
instruction
• Use continual assessment:
universal screening,
progress monitoring and
diagnostic.
Not many people disagree
with the core principles;
however, implementation of
these core principles
presents a different set of
challenges.
“It all works out in the
end. …If it hasn’t worked
out yet, it isn’t the end
yet.”
Time to Plan
Who could most benefit from knowing
and applying this training?
How could what you learned be shared
and used within your district?
How could that PD be most effectively
delivered with targeted staff?
I-RtI Network
COACHING
Book Study Questions
1. How does the material in the reading
relate to what we are learning in our EC
meetings?
2. How does the material in the reading apply
to the work you are doing in your district?
3. How will this content and the ideas gained
through discussion help you improve your
coaching skills?
Team Coaching & Problem Solving
Plan Evaluation
Did the plan work?
Adequate progress?
Was the goal met?
Do we need to continue
or modify the plan?
Problem Identification
What is the problem?
What is expected?
What is occurring?
What is the context?
Plan Development
Problem Analysis
What will we do?
Why is it happening?
What is the goal?
Based on why, what will we do differently?
What has the highest likelihood of
success?
How will we monitor progress & fidelity?
What resources are needed? Illinois RtI Network
When does it occur?
With whom?
Can’t do or Won’t do?
Curricula, Instruction?
Environment?
November Book Study
November
Assignment:
Pgs, 28-30
and Chapters
7&8
Extension
Activity
Planning
• SAPSI-D Due October
30
• Evaluate Tier 3
Entry/Exit Decision
Rules in manual
• External Coach Self
Assessment Due by
November EC
Meeting
External
Coach Self
Assessment
External Coach Self
Assessment Due by
November EC Meeting
https://www.surveymonkey.c
om/r/selfassessfall2014
Closing
Activities