Transcript Response to Intervention

Response to Intervention
The Implementation Process
“Plans and Strategies”
Part I
Today’s Agenda
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Review of:
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The Components of RTI
Universal Screening
 Progress Monitoring
 Tiered Instructional Approach
 Fidelity of Instruction
 Data Based Decision Making
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Data & Data Management
Data Analysis
 Data Management Options
 Curriculum Based Measures (CBM’s)
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Today’s Agenda
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A Review of:
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The Tiered Approach
Tier I (Core Instruction)
 Tier IA (Collaborative Differentiated Instruction)
“optional”
 Tier II (Interventions based on Data)
 Tier III (Intense interventions via Problem Solving
/ Possible assistance through Special Education)
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Break
Today’s Agenda
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Collaborative Instruction “A closer look”
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Change Theory
Differentiated Small Group Instruction
Instructional “teaming”
The planning process
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Staff Development; Child Study; & Collaborative Instructional
Planning
Scheduling
Establishing the Foundation for Change
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Analyze your “current data & instructional approach”
Redefine the roles of your building team.
Today’s Agenda
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Implementation Discussion
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Readiness Survey?
Establishing a Leadership Team
Initial Building-Level Training
Determine an Implementation Approach
Wrap Up
Rationale for RTI “Review”
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Re-establish the principle’s of RTI for
everyone.
Establish a common “starting point” for
on-going discussion during this
presentation. (We will hopefully all be in
the same book… if not on the exact same
page.)
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RTI can & should address the needs of your
building as long as the core elements are in
place!
Components of RTI
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Universal Screening
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All students in all grades are screened 3 times / year
(This can be done through the use of an established
data management system (AIMSweb)
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The probes are “down-loaded” directly to the computer. The
teacher marks all tallies via the mouse & the student data is
then “up-linked” to the system. (No reentry of data is
needed).
Curriculum Based Measures “Benchmarking”.
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Grades “K-1” - the reading focus is on phonemic awareness &
phonics skills in the screening process.
Grades “2-8” - the reading focus is on fluency assessments.
(Research supports that there is a strong correlation between
a reader’s fluency and their reading comprehension skills.)
Components of RTI
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Universal Screening
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Benchmarking (continued)
Grades “K-1” - the math focus is on number
identification, counting, sequencing and quantity
discrimination.
 Grades “2-8” – the dual math focus is on Math
Fact Probes (used to determine the students level
of automaticity); and Math Computation Probes
(used to determine accuracy and understanding of
the process in advanced addition, subtraction,
multiplication, and division problems.
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Components of RTI
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Progress Monitoring
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Students who’s data falls below an
established national, district or building
“norm” score in any of their three benchmarks
will have their progress monitored to
determine if there is a need for intervention.
If a student falls below a projected line of
progress (aim line) 3 consecutive monitoring
sessions, or until a trend materializes…the
classroom teacher will begin to implement
classroom level interventions to correct the
deficiency.
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Progress monitoring is recommended at least
every two weeks and more frequently based on
situational needs.
Components of RTI
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Tiered Instructional Model
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Each tier represents an increasingly higher level of
services that tie directly to the level of need of the
students.
Research states that 80 – 90% of students will be
successful with “standard” instructional strategies.
There will be between 5 – 10% of students who will
require targeted instruction that will remediate their
reading difficulty.
There will be between 1 – 5% of students who will
require intensive, highly specialized strategies to
remediate their reading difficulty.
The RTI Triangle.
Highly
Intense Intervention
for 1 -5% of t he student
population. Can include
Spec. Ed. Services
Targeted Intervention:
Designed to meet the
needs of 15% or less
of students. Involves both
Standard Treatment Protocol and
the Problem Solving Model
Teacher lead “General Instruction”
Should be meeting the needs of
approximately 85%of your students.
Requires that the core curriculum be
based on scientifically reliable research.
Components of RTI
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Fidelity of Instruction / Implementation
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Provide students with a core program (reading,
math…) that will be successful in meeting the need of
80 – 90% of our students. (As per the prescribed
scope & sequence.)
Create a culture where we see the value of using data
to drive instruction.
Implement and interpret the screening and progress
monitoring tools with integrity.
Continuously monitor data to determine the
effectiveness of any chosen intervention in each of the
4 tiers.
Monitor all interventions for integrity of
implementation and effectiveness through established
procedures.
Components of RTI
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Data based decision making
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Use data from the student’s Instruction,
Curriculum, Environment and Learning Style
to determine need and then select the
appropriate strategy to address the needs.
(This becomes a cornerstone to addressing
the deficiencies of those students who are in
the 5 – 10% range needing specific
instructional support.)
Curriculum Based Measures
in the RTI Process
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CBM’s were developed more than 20 years ago by
Stanley Deno at the University of Minnesota through a
federal contract to design a reliable and valid
measurement system for evaluating basic skill growth.
CBM’s are timed assessments given with the intent of
establishing both baseline and on-going data collection.
Curriculum Based Measures (CBM’s)
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Are “General Outcome Measures”
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Are designed to serve as “signs” of general achievement.
They don’t measure everything…but they measure “important
things” that can be tied to student achievement.
Are to be administered, scored and interpreted in a standardized
way.
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These standardized testing procedures heighten reliability and
validity.
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AIMSweb Training Documents
Curriculum Based Measures
in the RTI Process
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CBM’s
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Are sensitive to improvement in short periods of time.
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Are very “do-able”.
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A student can easily show growth in fluency in a “one to two
week” period.
They are administered in a very short time period so they
don’t detract significantly from direct instruction.
They are closely linked with successful decision
making regarding the achievement of general
education students and for “problem solving”
decisions for those students who are at risk and in
need of interventions
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AIMSweb Training Document
Sample Reports
The following slides provide some samples
of the types of reports that are available
through a “data management” system.
These slide come from AIMSweb.
Parent Report: Low Average Student
For Administrators
For Teachers: Classroom Report
Report Beginning of Year Status
Identifying At Risk Students
Know When Things are Working
Have Data to Know When Things Need Changing
Data to Know that Changes Made a Difference
Data to Know that Things Went Well
Establishing the need for
Curriculum Based Measures.
Let’s analyze traditional
data sources.
Traditional Data
Available to Schools
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North Dakota State Assessment
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Provides a “one time” view of the students
achievement in Reading, Math, Language, & Science.
Purpose: To determine school’s Adequate Yearly
Progress in accordance with NCLB.
Other areas of strength?
Limitations: 1) It’s a one time assessment. 2) Data
gathering points are not conducive to instructional
improvement. 3) Other limitations?
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NWEA
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Traditional Data
Available to Schools
Provides an analysis of student’s achievement in Reading;,
Language, and Math traditionally in the fall & spring. (A yearly
benchmarking tool)
Purpose: Tracks the students accumulative growth over time
showing “normed” results.
Strengths: 1) It is a self leveling test that provides an
accurate analysis of student achievement. 2) It can be a tool
to drive instruction through the use of the Des Cartes option.
3) Results very reliable due to monitored testing environment.
4) Data readily available through management tool. Other
areas of strength?
Limitations: 1) Effective use (in many schools…begins in grade
2. 2) Not able to be used as a (short term) progress
monitoring tool.
Other limitations?
Traditional Data
Available to Schools
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STAR (Reading & Math) Testing
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Provides accurate assessment of reading and math achievement.
Purpose: Assigns students a grade level equivalence in Reading
& Math. Assists teachers in monitoring “ongoing growth.
Strengths: 1) Computerized test. 2) Can be administered
frequently. 3) Provides immediate results. 4) It is “timeefficient”. 5) A good “benchmarking” tool to assist in getting
information on new students. 6) Others areas of strength?
Limitations: 1) Provides a reading level…is a
general outcomes measure. 2) Other Limitations?
Curriculum Based Measures
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CBM’s provide an ongoing “time efficient” assessment of
student progress in Reading, Math, Spelling, and Written
Language.
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Purpose: To provide a “general outcome measure” of students
skills in the above mentioned curricular areas.
Strengths: 1) Very time efficient. “1 to 4 minute timings” 2)
Immediate results. 3) Tool for both benchmarking and progress
monitoring. 4) Data readily available for analysis through
management tool. 5) Assessments available for our youngest
learners “grade K & 1”. 6) Other areas of strength?
Limitations: 1) Does not directly assess comprehension in
Reading. (Research shows that there is a high correlation
between a student’s fluency level and their comprehension. 2)
Data management available only through grade 8. 3) Other
Limitations?
Data Management Systems
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Purpose: 1) To bring about expedient
analysis opportunities. 2) To provide a
structure for ongoing analysis of progress.
3) To provide a mechanism to store
student data over time. 4) To serve as a
tool for ongoing communication with all
those involved in the student’s learning.
Data Assessment & their Management Systems
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ND State Testing: Management system consists of reports that
shows “normed” results of student growth through print outs for
teachers, administrators, and parents.
 Limitations: Assessments are administered
“Paper/Pencil”…Results are not currently accessible through
technology; results not easily interpreted; no consistent data
storage system for on going analysis.
NWEA Testing: Management system consists of “computer-based”
assessment and varied reports that break the data down by
individual student, classroom, grade level, school, and district.
Provides excellent information showing growth over time.
 Limitations: Varying reports require additional licensure (costly);
a slight delay in receiving the majority of reports (after closure
of district testing window).
Star Testing: Management System consists of assessments
administered via the computer. Assessment can be administered
frequently (at the teachers discretion.) Reports are reflective of
both student and classroom growth. Individual reports can be
cumulative in nature. Provides grade equivalence.
 Limitations: Data is not specific in nature. Classroom
assessments in a lab setting will take approximately ½ hour.
Frequent testing can impact instructional time.
Management Systems for
Curriculum Based Measures
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Dynamic Indicators of Basic Early Literacy Skills
(DIBELS): Management System consists of technology
based assessment that is uploaded to the web site.
Assessments are extremely time efficient and
administered to each student individually. Reports
indicate ongoing student growth in a variety of phonemic
awareness and phonetic based fluencies. Reports
impact direct student instruction through analysis of
growth. The reports are cumulative in nature and easily
interpreted so they serve as a motivation incentive for
student.
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Limitations: Scope is limited to Reading.
Management Systems for
Curriculum Based Measures
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AIMSweb: Management system consists of both
paper/pencil and technology based assessment that is
uploaded to the website. Assessments are available in
Reading (both early literacy and fluency); Math (both
early numeration and fluency; and spelling.
Assessments are very time efficient and administered to
student individually. Reports are cumulative in nature
and easily interpreted so they also serve as a
motivational incentive to students.
Limitations: Currently designed to serve students in
grades “K-8”
Over-Riding Points
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All of our trusted data have a workable
management system.
If we are disenchanted with a source… our
displeasure is likely related to its management
system.
If Curriculum Based Measures are a
“cornerstone” to RTI… and you intend on
implementing it…you must give this data source
the same considerations as all those others and
“PUT A MANAGEMENT SYSTEM IN PLACE”.
Thanks for your patience as
we’ve moved through this
presentation.
Good Luck as you further
consider the use of Response to
Intervention in your building or
district.
Acknowledgements
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Dr. Kim Gibbons
Gary Larson “The Far Side”
Avian Water
Jim Wright “RTI Tool Kit”
Aimsweb “Training Components”