scaling up rti 2.0

SCALING UPRtI 2.0

Review of Year One Consensus Infrastructure Implementation

Using Data to Take a Closer Look at Tiers Effectiveness of Tier 1 Peer Comparison Individual Student Data

Interventions, Progress Monitoring, & Fidelity

RtI Collaborative Projects

Outcomes

Let’s celebrate… we’ve survived Year 1.

Commit to sharing ideas that worked at your schools.

Safe environment to “toot” your own horn today. It’s not bragging, it’s collaborative planning.

Keep a sense of humor.

Agreements

BUILDING CONSENSUS“Terrible" Terry Tate enforces the office

rules at the Felcher and Sons' headquarters...

**Consensus Building Throughout the Phases

Organizing Framework for Change

Consensus Building

Why Continue RtI?

Consensus

Making the shift to a new paradigm, like RtI, does

not simply involve accepting a new set of skills. It

also involves giving up certain beliefs in favor of

others.

Ken Howell

In the beginning

necessary to participate in a Problem Solving/Response to Intervention Model

None of Beliefs, Skills,

Knowledge

All of Beliefs, Skills,

Knowledge

Over Time

necessary to participate in a Problem Solving/Response to Intervention Model

None of Beliefs, Skills,

Knowledge

All of Beliefs, Skills,

Knowledge

Goal After 3 Years

None of Beliefs, Skills,

Knowledge

All of Beliefs, Skills,

Knowledge

necessary to participate in a Problem Solving/Response to Intervention Model

Paradigm ShiftEligibility Focus

Diagnostic/Test & Place Model

Get label in order to get help

Outcome Focus Problem Solving/

Response to Intervention Model

Get help from the start without a label

Response to Intervention

is Not a Dirty Word!

“RtI is Prereferral Interventions on Steroids”

True or False?People resist change…

National Association of State Directors of Special Education (NASDSE)

Myths About Response to Intervention

Implementation

“MYTH BUSTERS” Activity

“MYTH BUSTERS” Activity

Myth #1

The outcome and intent of RtI is identification, and therefore special education remains its

own entity that "occurs" subsequent to

"trying RTI."

“MYTH BUSTERS”

Myth #2 Tier 3 (or the last tier in a tiered model) is only special education.

“MYTH BUSTERS”

Myth #3 The major focus of RtI should be identifying students with Specific Learning Disabilities (LD). RtI can be used to “get rid of” those students who are not really LD, but who

were simply not achieving for other reasons.

.

“MYTH BUSTERS”

Myth #4

RtI is only pre-referral.

“MYTH BUSTERS”

Myth #5 Comprehensive evaluations do not change with RtI, so districts should continue to do traditional assessments.

“MYTH BUSTERS”

Myth #6 The research base for RtI is

limited to beginning reading. There are no research studies comparing RtI to traditional special education services.

“MYTH BUSTERS”

Myth #7 No contemporary research including student outcome

are available.

“MYTH BUSTERS”

Myth #8 The over-riding RtI model is

the 3-tier. general ed/remedial ed/special ed

model, so states should adopt it.

“MYTH BUSTERS”

Myth #9

Tier 2 is short-term, not the 10-30 weeks that exists in many RtI models.

“MYTH BUSTERS”

Myth #10 Because of “time to disposition” issues with longer Tier 2 interventions, the special education identification process will not fit into the RtI framework.

“MYTH BUSTERS”

Myth #11

Move slowly because the status quo is not that bad. Some tweaking is needed, but RtI can support the “traditional but tweaked” model.

Tip 1: A supportive & collaborative

environment takes the sting out of a mandate.

Rationale for Using RtI RtI is a way to help all students obtain the

appropriate instruction and intervention to improve their academic process.

RtI is a preventative approach that aims to identify struggling students before they fall too far behind their peers.

RtI is the model for Student/School Improvement.

RtI can tie every school initiative together and make it part of one goal…Improved Academic and Behavioral Student Outcomes.

Tip 2: RtI will work if it is

implemented as a School and Student Improvement Initiative

It will not work when implemented only to determine eligibility

Multi-Tiered Level of Services◦ Tier 1 – core◦ Tier 2 – supplemental instruction/intervention◦ Tier 3- extensive intervention

Problem Solving Process Building Teams –Harnessing Collective

Intelligence◦ School Leadership Team◦ Teacher Data Team◦ Individual Problem Solving Team

Professional Development

InfrastructureWhat are the Components?

Tiered Model of School Supports &

The Problem-Solving Process

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

What is the Problem?

Why is itoccurring?

Is it working?

What are we going to do about it?

Tiers of Service DeliveryI

II

III

Problem Identification

Problem Analysis

Intervention Design

Responseto

Intervention

Quick Activity Consult with your team members List the four steps of the problem solving

process and the central question for each. Identify the most important step and tell

why.

Problem Solving/RtI“The Scientific Method”

Identifythe Problem

DesignIntervention

MonitorProgress

Analyzethe Problem

ImplementIntervention

EvaluateInterventionEffectiveness

Timeline

LJ

Problem Solving Teams

School Leadership TeamTeacher Data Team

Individual Problem Solving Team

Collaboration = Collective Intelligence

None of us is as smart as all of us!!!

Ken Blanchard

School Leadership Team Quick Reference

MembersProblem Solving Tasks

Uses this type of data To discuss … Guiding QuestionsAdministrator(s) - facilitateGuidance Counselor/Service ProfessionalInstructional/Curriculum Coach(es): Reading/Math/WritingElementary/Intermediate Teacher (s) Middle/High School Teacher (s)Exceptional Education Teacher(s)Activity Teacher(s)

Team FunctionPlan, implement and monitor the progress of school improvementImplement Response to Instruction/Intervention as a school-wide method of raising student achievement outcomes for all studentsProvides the vision for the leadership for the school in terms of both academic and behavioral success in the RtI ProcessSystematically evaluates the school infrastructure, scheduling, personnel and curriculum resources, staff development, and school procedures as RtI is implemented in the building

Tier 1 Screening data (3-4 times per year). Ex: State and District required assessments).Tier 2 Ongoing Progress Monitoring Data (every 2 to 3 weeks)Data that is specifically measuring the intervention used and is targeted to a specific skill or area, such as one phonics skill, one comprehension strategy, one math skill, one classroom management/behavior skill.Needs survey at the teacher level Using the school data (time of year will determine what data is analyzed): FCAT as a summative one time measure - TIER 1 (3 to 4 times a year screening data, all subjects as available) - TIER 2 (Intervention data, ongoing every 2 weeks or so)- TIER 3 (Intervention data) – ongoing every 1 week or so) - TIER movement report Generated from the Teacher Data Meeting and Individual Problem Solving Team Meeting monthly.

Analyze data: Core instruction is effective at each grade level/department level. Guideline: 80% students meeting proficiency in Tier 1 Core). Analyze Data: Supplemental Intervention has been targeted to specific needs and is monitoring that progress with fidelity at each grade level/department level. Guideline: 70% of Intervention students making satisfactory progress in intervention.If no to any of the above, diagnose the problem as a team. Prioritize the needs of the students, sub groups, grade levels, departments, etc., and match the core curriculum and supplemental interventions to these needs.What kinds of professional development are needed for teachers for core instruction needs and intervention instruction needs?Analyze student achievement as evidenced by improved outcomes (individual, class, grade level, departments, and schoolDiscuss movement between the tiers (1 to 2, 2 to 1, 2 to 3, 3 to 2, and referrals from Tier 3)

Have we established our school’s mission, vision, values, and long-term goals? And are we making sure RtI is matching these? Are we making sure we model, teach, and expect a climate of collegiality among our staff?Have our teachers received adequate training in implementing the core and supplemental instruction?Do we have a plan to communicate the RtI Process to our families/parents?Have we analyzed the weaknesses in the core and supplement the core as needed?Looking at Tier 1 Screening Data, what type of instruction and intervention do our students need? Based on data, where do we see the need for staff development in the school? In a grade level? In a classroom?Based on data, where should we ‘spend’ or place our resources (money and personnel?) What skills and strategies can we learn about in professional development that will enhance our instruction and intervention?Based on Tier 1 data (trends, patterns), what are the strategies and skills we need to provide so all students receive the Differentiated Instruction that they need?Is our data representative of assessments that are reliable, valid, and sensitive measures that define student achievement over time?

Teacher Data Team Quick ReferenceMembers

Problem Solving TasksUses this type of data … To discuss … Guiding Questions

Administrator(s) - facilitateInstructional/Curriculum Coach(es): Reading/Math/WritingElementary Teacher (s) on grade levelMiddle/High School Teacher (s) MESH or DepartmentExceptional Education Teacher(s) associated with grade level or dept.Guidance Counselor/Service Provider , School Psychologists, etc., as needed

FunctionUtilize the problem solving process to meet academic and behavioral needs of studentsAnalyze 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 instructionMonitor fidelity of supplemental (Tier 2) instructionBrainstorm needs, curriculum, resources, effective schedules, etc.Using Tier 1 and Tier 2 data, address the curriculum, instructional practices, and optimal learning environment conducive to student achievement

Tier 1 Screening data (3-4 times per year). Ex: State and District required assessments).Tier 2 Ongoing Progress Monitoring Data (every 2 to 3 weeks)Data that is specifically measuring the intervention used and is targeted to a specific skill or area, such as one phonics skill, one comprehension strategy, one math skill, one classroom management/behavior skill.Data at all levelsIndividual student data TIER movement report – Generated from the Teacher Data Meeting and Individual Problem Solving Team Meeting monthly.

Analyze data: Core instruction is effective at each grade level/department level. Guideline: 80% students meeting proficiency in Tier 1 Core). Analyze Data: Supplemental Intervention has been targeted to specific needs and is monitoring that progress with fidelity at each grade level/department level. Guideline: 70% of Intervention students making satisfactory progress in intervention.If Tier 1 and Tier 2 data are showing need, diagnose the problem as a team. Prioritize the needs of the students, sub groups, grade levels, departments, etc., and match the core curriculum and supplemental interventions to these needs.What kinds of professional development are needed for teachers for core instruction needs and intervention instruction needs?Analyze student achievement as evidenced by improved outcomes (individual, class, grade level, departments, and schoolTo move students within Tier 2 interventionsDiscuss movement between the tiers (1 to 2, 2 to 1, 2 to 3, 3 to 2, and referrals from Tier 3)

Based on the tier 1 data, are 75-80% of the students meeting proficiency?Is the core curriculum meeting the needs of 75-80% of my student in my class? The grade level?Are the core instructional methods meeting the needs of 75-80% of my students in the class? Grade level?Is the classroom environment effective so that 75-80% of the students respond to the classroom rules, procedures, and routines? What do we need to do/address as a grade level for our inclusion classes?According to the data, how are our classes within our grade level / MESH team / departments alike? Different?According to Tier 2 data, are about 70% of the students making progress in the intervention? Do we see any students not responding to the tier 2 ongoing progress monitoring data?Do we need to look at different supplemental material to meet the needs of our students?How are the intervention teachers communicating with the classroom teachers? Are the ongoing progress monitoring assessments aligned to the targeted skill needed for intervention?

Individual Problem Solving Team (IPST) Quick Reference

Members FunctionTasks

Uses this type of data To discuss …Administrator (s)Guidance Counselor/Service Provider (recommended facilitator) School PsychologistClassroom Teacher(s)ParentsESE contact/teacherInterventionalist/Title 1 TeacherAdditional Members as needed:Speech/Language PathologistStaffing SpecialistInstructional Staff (coaches)Gifted TeacherBehavioral AnalystOccupational TherapistPhysical TherapistSocial WorkerActivity or Specials teachers

Individual Problem Solving meetings are designed to be an extremely diagnostic and prescriptive process. The IPST fully engages in the Problem Solving Method at each stage. The IPST should examine prior intervention data and all relevant cumulative history in order to problem-solve at the most intense level. A student should not be referred to Individual Problem Solving Team if the problem is instructional, curricular, or environmental in nature.The criteria for a child to be referred from the Teacher Data Team to the Individual Problem Solving Team is that data must show a significant discrepancy between the student and the benchmark, a significant discrepancy between the student and their peers, and an insufficient learning growth rate from previous Tier 2 interventions. The reason students should not be referred to the Individual Problem Solving Team without meeting the discrepancy or growth rate criteria is because the IPST only handles individual learner-centered problems.

Gap Analysis:Divide the expected benchmark score by the current student performance. This is your benchmark comparison. Ex: 70% ÷ 35% = 2.0Divide the average peer performance by the student performance on the grade level. This is your peer grade level comparison. Ex: 81% ÷ 35% = 2.3 Divide the average performance score of a selected subgroup (such as SES) by the student performance. This is your Subgroup Peer Comparison. Ex: 65% ÷ 35% = 1.8Determine the Gain the student needs to make to close the GAP. To identify the necessary gain subtract the student’s current performance from the expected benchmark in the next benchmark period. Ex: 90 wpm – 56wpm = 34wpmNow evaluate the students growth as evidenced in progress monitoring data in comparison to the growth needed to close the gap. Determine what progress was realistic for the student. Assess the growth rate. Ex: If the expected growth rate for second grade students is 5 words per minute per week on oral reading fluency, then set your expected growth rate in accordance with that rate. Progress Monitor throughout the intervention. The team should assess whether the data shows the student/s are progressing sufficiently along the Aim Line.

1). Define the Problem The problem should be stated in objective measurable terms. The defined problem must focus on teachable skills.A problem is defined by the difference between what was measured and what was expected.2). Analyze the ProblemAsk “Why is the problem occurring?”Think of all relevant hypotheses3). Develop a PlanA good instructional/intervention plan:Explicitly defines the skills to be taughtFocuses on measurable objectivesDefines the who, what, when, where, and how of the interventionDescribes how the instruction/intervention will be progress monitored. Includes a Goal Statement and Aim Line with clear numerical measures that define success. A goal statement can be formed using steps 3 and 4 of the Gap Analysis process. Answer the question, “Is it working?”Modify Plan based on Progress Monitoring data:4). Evaluate the Plan:Continue on if the growth rate is adequateIncrease intensity, frequency, or duration if growth rate is improving, but not significantly enough.Change the intervention if the response is poor.

YEARS 1 & 2Strengthening the Core is Key

IC

EL

Importance of a Solid Core“Provide strong core curriculum, instruction, and

assessment” - Florida Statewide RtI Plan (FSRtIP)

Evidenced-based materials integrated into comprehensive core reading programs - K-12 Reading Plan (K12RP)

Use data to determine effectiveness of instructional strategies - School Improvement Plan (SIP)

Share in groups what successful practices has your school implemented this year to strengthen Tier 1 in academics or behavior.

Collaboration is the Key to Success!

Tip 3:

Be Real to be

Successful

Using Data to Take a Closer Look

at the Health of Tier 1

Elementary Reading AYP Data

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-140

20

40

60

80

100

Total 84 78 84 White 88 82 89 Econ Disadv

71 61 73

Students w/ Disabilities 61 48 64 Expected Reading Level

51 58 65 72 79 86 93 100

Perc

ent

Achi

evin

g Le

vel 3

or

Hig

her

Expected Reading Level

Elementary Math AYP Data

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-140

20

40

60

80

100

Total 71 69 73 White 77 72 76 Econ Disadv

48 38 47

Students w/ Disabilities 44 38 47 Expected Math Level

56 62 68 74 80 86 93 100

Perc

ent

Achi

evin

g Le

vel 3

or

Hig

her

Expected Math Level

Core Reports Is the Grade Level healthy?

Is the core meeting the needs of 80% of the students?

Are we meeting the needs of our SUBGROUPS

?

0102030405060708090

100

Fall

Winter

Spring

Grade 1 2009-2010DRLA Reading Proficiency

Perc

ent -

Ave

rage

Sco

re

Student Performance Report Is the Core Healthy?

Student Performance ReportIs the Core Healthy?

Item Analysis for Math District AssessmentIdentifies Areas of Strengths/Weaknesses & Assists with Grouping of

Students

Tip 5: Address

Intervention Needs on the Appropriate

TierWork Smarter Not

Harder!

Is this an individual student problem or a larger systemic problem?

Decision Making Rubricfor use with

School-Wide Screening

adapted from:Heartland AEA 11, Improving Children’s Educational Results

Are over 20% of students

struggling?

Are between 5% and 20% of Are 5% or fewer

and developgroup

intervention

Examine instruction,

curriculum, and environment for

needed adaptations

Develop small group

intervention

Go to individualstudent problem

solving

Go to intervention evaluation

studentsstruggling?

studentsstruggling?

What’s the Problem?

Problem ID ReviewIndividual Student Data

0

20

40

60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers

Problem ID ReviewIndividual Student Data

0

20

40

60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers

Problem ID ReviewIndividual Student Data

0

20

40

60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers

What does this graph tell you about the problem?

Student

Peers

Student

Peers

Ticket Out The Door1. What is the reality in our building

today? Is the core sufficient? Why? Why Not?

2. What happens in our school when a student does not learn? Teacher? Class? Subgroups?

Based on Whatever It Takes: Dufour, Dufour, Eaker, and Karhanek

Break

Interventions, Progress

Monitoring and Fidelity!

Oh My!

Support and Evaluation in Context

Identifythe Problem

MonitorProgress

Analyzethe Problem

ImplementInterventio

n

EvaluateInterventionEffectivenes

s

Timeline

LJ

Select/Design

Intervention

Courtesy of Florida’s PS/RtI Project

Types of Interventions Skill Deficit

◦ Student lacks skills to successfully complete task

Performance Deficit◦ Factors interfering with student’s capability of

performing the skill

Intervention Development:Verified Hypotheses

H: Only 55% of second grade students are achieving reading fluency benchmark because the curriculum lacks fluency focus.

P: If we modify the curriculum to focus on reading fluency, then more students will achieve benchmark.

Intervention: Modification of second grade curriculum to include more reading fluency focus

Intervention Development:Verified Hypotheses

H: Brandon is unable to stay in his seat because he lacks the self-monitoring skills necessary for self-control

P: If we teach Brandon self-monitoring skills, then he will display improved self-control.

Intervention: Self-instructional and self-monitoring training

Intervention Development:Verified Hypotheses

H: Ernesto is unable to complete arithmetic seatwork on time because he has not acquired math facts at the automatic level

P: If we provide Ernesto with strategies to increase fact fluency, then he will complete work on time.

Intervention:◦ Provide Ernesto with strategies to increase fact fluency◦ Provide Ernesto more time until strategies to increase

fact fluency have had time to work

Trying to accurately pinpoint the reasons why a student is struggling in school and to design an effective intervention plan without good data is like the pilot who tries to fly across an unknown continent without navigation instruments.

BUILDING A BANK OF

INTERVENTION RESOURCES

Skill Specific Interventions

InventoryYour

ResourcesAnd Try to

Develop More!

Demonstrate www.fcrr.org link

Tip 6:

Be Creative and

Be Yourself

How can help teachers develop ownership of the intervention?

Has an intervention goal been set? Where do we want this student to be in 4 weeks?

How will we know if it’s working?

How will support be provided for the intervention? (time, materials, etc.)

Think, Pair, Share

3rd Grade – Walk to Intervention (Turner Elementary)CVC

Skill 2(Jungovich 506)

CVCSkill 2

(Mazziotti 801)

Blends Skill 3(Ross 507)

Comp/FluencyVoyager

(Shelton/Pagan)

ComprehensionAnthologies(Walsh 504)

ComprehensionAnthologies

( 505)ShermanTiffany Gabriel JaneBobRossDeeDee TrevorWalshJakeKayla Ray (9)

SRAJungovichCaleb Sara Travis Dwight Ashley (5)

JungovichBradlee Lillie Terri WalshChristopher Ross(6)JoeTom

Pagan Group (3rd Grade Pod)JungovichSara JoeLogan Lucia Daniel WalshCharlesA.J. Jospeh Colton (9)(Room 501)Trenton Dante JDave Moe Nick Andrews Tommi RossDavid Megan Shane Najet Jamie James Diamond Cassandra (15)

JungovichZachary Kari KateNickPamDanJonDerrick BryEdWyatt Joey SamBobbyWalshJimDanaBillElaina Javier (19)

WalshGeorgeSophia HarveyKenChristina Silvia SteverEli Brianna Abel RossEthan Destiny Aiden ChrisTristiMelina KiKevin Jescee Dylan Alexis Ericka (22)

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2

Instructional Delivery: SRA

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 3

Instructional Delivery:Voyager Passport F

Instructional Delivery:Comprehension through Anthologies

Instructional Delivery:Comprehension through Anthologies

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

ProgressMonitoring Tool: Voyager Passport RCT

Progress Monitoring Tool:CARS

Progress Monitoring Tool: CARS

Riviera Elementary – Grade 2 Intervention Groups

List as many intervention resources for each topic given.

You will have 1 minute to record.

Stop when you see the lights turned off.

Rotate one chart to the right when lights are turned on.

Repeat until your group has responded to all topics.

Carousel Brainstorm

Decision Rules: What is a “Good” Response to Intervention?

Good Response◦ Gap is closing◦ Can extrapolate the point at which student will “come

in range” of peers – even if this is long range Questionable Response

◦ Rate at which gap is widening slows considerably, but gap is still widening

◦ Gap stops widening but closure does not occur Poor Response

◦ Gap continues to widen with no change in rate of progress

Problem-Solving/Response to Intervention Key Issues

Data drives decisions Time is our ally and our enemy

◦Early Intervention and Prevention Its all about the rate of student progress

in the amount of time remaining Data collection WITHOUT intervention

integrity is useless Staff, resources, and time must

match the demand

Progress Monitoring via Data Boards

Progress MonitoringThe RtI Problem-Solving Model requires reliable information about the student, and lots of it.

Lack of quality data = guessing blindly

Jim Wright, RtI TOOLKIT (Chapters 5 & 6)

Formative data ◦ Administered and collected frequently◦ Provides a moving picture of the student’s

progress over time◦ What are some examples?

Summative data◦ Static information that provides a fixed snapshot◦ Historical data◦ What are some examples?

Assessment: First Look

Assessment: Second Glance 1. Screening Assessments – assessments used to determine if additional investigation is

warranted Answers the question: is there a possible problem? Examples: FCAT, FAIR etc.

2. Diagnostic Assessments: more in-depth analysis of a student’s strengths and weaknesses

3. Progress Monitoring Assessments: Sensitive to small increments of growth

Examples include Running Records, PASI, PSI, ORF, FAIR OPM

Aids in the analysis of inadequate progress and how to intensify instruction

Documents Progress for RtI Model◦ Amount of time student received intervention◦ Size of group◦ Changes made to intensity◦ Refer for evaluation

Why Keep an Intervention Log?

Intervention Documentation Worksheet

Support decision making such as whether to: Continue

Change or

Adjust Instruction

What Is The Intent Of Progress Monitoring?

Must match intervention/instruction Should be a quick tool Curriculum Based Measurement – Short,

quick probes based on skills

Examples:◦ Running records◦ PASI◦ PSI◦ Math Probes

Key 1: Choose a Progress Monitoring Tool

Assess as often as needed to inform instruction Varies by Tier

◦ Tier 1 – 3 to 4 times a year◦ Tier 2 – 2 to 3 times a month◦ Tier 3 – Weekly◦ Monitoring frequency increases with instructional

intensity.

Serves a multifunctional purpose◦ Establish a baseline◦ Identify growth◦ Measure performance over time

Key 2: Establish a Progress Monitoring Schedule

CYCLE = ______ WEEKS

Interventionist should always collect the data

Allows for test taking behavior to be taken into consideration

Some schools build time into intervention schedule for progress monitoring

Don’t ignore valuable informal assessments like observing, conferring etc. to inform instructional planning

Key 3: Identify the Individual to Conduct the Progress Monitoring

Use results to inform instruction

Data should be graphed to provide a visual illustration of where students began (baseline), where we want them to go (targetline), and performance over time (trendline)

Key 4: Interpret the Progress Monitoring Results

Step 4- Is it working?

GoalClassroom

Intervention I

Making instructional decisions based on the review and analysis of student data Progress monitoring always includes graphing

Progress Monitoring

ClassroomIntervention 2

Is It Working?

When Progress Monitoring shows an intervention is not effective…

◦Change intervention strategies

◦Add time to intervention strategies

◦Reduce size of intervention group

◦Change intervention instructor

Modifications

What are the factors that interfere with intervention implementation?

Create a Problem/Solution T-Chart and post on the wall.

Brainstorm At Your Table…

PROBLEM

SOLUTION

FidelityThe Achilles Heel to

Response to Intervention Dr. John E. McCook

Reliability in RtI Reliability = Consistency = Repeatability

You can’t blame the intervention… if you didn’t do the intervention the way it’s

supposed to be done… Dr. John E. McCook

How to Reduce Errors Standardize Instruction

Train

Evaluate integrity/ fidelity/reliability

Provide feedback

Train some more

Ongoing integrity/fidelity/reliability checks

Etc.

Ideas for Keeping Parents Informed

Informational Brochure Intervention NoticesProgress Monitoring Updates Include Parents at All Levels of the RtI Pyramid

Choose an RtI Project from the Menu to

Work On Collaboratively

6

Content Process Product

According to Students’

Readiness Interest LearningProfile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

RtI Project Menu Option 1:

Develop procedures to communicate clear expectations and responsibilities of the RtI process.

Option 2: Evaluate your

school’s progress in depth and create a plan of action using the NASDSE rubric.

**One of these items must be submitted per school to receive inservice credit for today. Submit to Janet Stephenson at Port Malabar by Wednesday, May 19th.

THANK YOU

Thanks!