RTI: How do we make all the pieces RTI: How do we make all the pieces fit into the puzzle?fit into the puzzle?

Lynn Wallasky and Marnie Zabel

STARS, AYP, PLC, NCLB and RTISTARS, AYP, PLC, NCLB and RTI

• The acronyms aren’t important

• How you problem solve with data to make a difference for student learning is the central puzzle piece

The Three Essential ComponentsThe Three Essential Components

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Connecting the PiecesConnecting the Pieces

Three Essential Components

1. Multiple

Tiers of

Intervention

Connecting the PiecesConnecting the Pieces

Three Essential Components

2. Problem Solving Process

Connecting the PiecesConnecting the Pieces

Three Essential Components

3. An Integrated Data Collection/Assessment System to Inform Decisions at each level of Intervention

Batsche (2007)44.33

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Multiple Tiers of ServiceMultiple Tiers of Service

Tier I

School Wide Interventions• All Students• All Settings• Proactive, Preventable

NCLBNCLBAYP/STARSAYP/STARS

Tier 1 accountabilityTier 1 accountability• No child left behind has been the catalyst

for change but not the passion• The true motivation for change is learning

how to help each and every child succeed in school. This is an equity issue, making sure that all children receive a free and appropriate education. (Batsche)

STARSSTARS(Nebraska’s Accountability)(Nebraska’s Accountability)

• 2007-08 Reading

Math

Elementary 81% 83%

Middle School 81% 79%

High School 83% 81%

• 2013 100% 100%

Vision for ChangeVision for Change

• High performing schools help staff adopt a compelling vision of outstanding teaching and learning rather than fear of sanctions (Johnson, 2007)

Curriculum/Services Curriculum/Services What are all students receiving currently?What are all students receiving currently?

• Academic

• Current curriculum?

• Behavioral

Positive discipline plan?

How do you measure progress for all How do you measure progress for all students?students?

• Academic

Standardized Achievement Tests

Criterion Referenced Tests (CRT)

DIBELS - Benchmarks

Health Records

Absence

Quarterly Progress Reports

(DRA/LRP)

• Behavioral

• Office Discipline Referrals (ODR)

• Absences Report• Health Reports

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Decision MakingDecision Making

Goal Not Met:• Problem solving process• Vehicle for decision

making:

School Wide Team

Goal Met:• Move to Tier II for the 2-

25% that are not being successful-team problem solving

75%-90% of all students are successful at this level

If NOT MET: Problem Solving If NOT MET: Problem Solving ProcessProcess

• A process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of students. Batsche 2007

Problem Solving ProcessProblem Solving Process

EvaluateEvaluate Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Plan

Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Plan

Define the ProblemDefining Problem/Directly Measuring Behavior

Define the ProblemDefining Problem/Directly Measuring Behavior

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

School Wide Problem SolvingSchool Wide Problem Solving

• Data Retreat - beginning of school year• Disaggregate data (gender, SES, ethnicity, ELL, etc)• What are student needs? Goals• Set Grade Level (SMART) Goals• What are best practice for specific goals?• Implement best practice• Evaluate Quarterly• Collect data• Disaggregate data…• Quarterly Instructional Conferences….

DDD=DDD=Data Drives Decision-makingData Drives Decision-making

In high performing schools leaders display data that help educators understand how teaching can improve rather than only the end of the year results.

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Develop integrated school wide Develop integrated school wide data system for decision making data system for decision making

MAT8HR LAST NAMEFIRSTSTU #ETHF/R SP/GELL G 3M 3E 3-1 3-2 3-3 3-E LG SP SD C TR % A IN OUT

228 AL HIDRYFATIMA# 1 LNC F 75 110 J KL MN QRS 74.7 92 11232 ANDERSENKYLE# 1 LNC M 102 135 OP MN MN OP 37.1 1 39236 ARCHIEANGELIQUE# 3 LNC F 146 145 QRS QRS QRSTUV 86.9 96230 ARKULARIELYSA# 1 LNC F 101 120 J KL KL MN 56.4 75 21232 BISTAANIE# 1 LNC F 125 134 qrs QRSQRS 61 78 Nov.228 BRADYCOLE# 1 GIF M 131 130 mn qrs QRSTUV 82.7 85232 BREDEMEIERRONNIE# 5 LNC M 98 110 MN QRS QRSQRS 53.2 51230 BRITTONLANA-RAE# 1 LNC BD F 141 156 OP QRS QRSTUV x 78.2 85234 BROWNDEVON# 1 LNC M 103 145 KL KL MN OP x 44.7 28 12234 BUNDYLOGAN# 1 LNC M 60 69 HI HI J KL x 41.3 17 17230 CAMPBELLCHRISTIAN# 1 M 122 130 MN OP OP QRS 82.7 92236 CAMPOSXAIVER# 1 LNC AUT M 137 138 MN OP OP x Apr.228 CAOANNA# 4 LNC ESL F 85 107 D16 KL MN OP 39.6 42234 CEPURNIEKSBETHANY# 1 LNC F 18 40 D8 D10 D12 D16 x x 20.4 6 14234 DAVISKAYCIE# 1 F 91 110 KL KL KL MN 45.7 30

DIBELS DRA INTERVENTIONS

sample cohort DATAsample cohort DATA

Multiple Tiers of ServiceMultiple Tiers of Service

Tier IIStrategic Intervention• 25% of student are at risk• Targeted group

intervention (Narrower focus)

• Intervention – high efficiency – rapid response

• Available in general ed settings

Problem Solving at Tier II Problem Solving at Tier II

EvaluateEvaluate Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Plan

Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Plan

Define the ProblemDefining Problem/Directly Measuring Behavior

Define the ProblemDefining Problem/Directly Measuring Behavior

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

Problem Solving team for Tier IIProblem Solving team for Tier II

• Professional Learning Community (PLC)   A professional learning community engages all professional staff in a problem solving process for student achievement. Teams set standards for students, measure progress and make adjustments when students are not meeting goals.

• Grade/Cross Grade Teams• Interdisciplinary Teams

Curriculum/Services Curriculum/Services What is available for “at risk” students?What is available for “at risk” students?

• Academic

• Reading Recovery• Literacy Groups• Purchased Programs

SondaySound PartnersLadders to LiteracyQuick ReadsSoar to SuccessEarly Success

• Behavioral

Counseling Groups(e.g. Anger Management

Social Skills Training)

Peer TrainingBullying Groups

How do you measure progress for How do you measure progress for Tier II “at-risk” students?Tier II “at-risk” students?

Academic• DIBELS – Weekly

progress monitoring

• Standardized Achievement Tests• Criterion Referenced Tests (CRT)• DIBELS - Benchmarks• Health Records• Absence• Quarterly Progress Reports • (DRA/LRP)

Behavioral• Weekly intervention

data collection

• Office Discipline Referrals (ODR)• Absences Report• Health Reports

44.33

64.4

69 68.9

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5957.7

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40

60

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Student Popoulation Referred to Support Team Evaluated for Sp. Ed. Placed in Sp. Ed.

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25 2328 27

3035 37 36

41

0

10

20

30

40

50

60

70

80

90

100

Sep

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Oct

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% C

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35%

50%

55%

Benchmark75%

= Peer Group

= Target Student

= Aim Line

= Trend Line

65%60

%

•School-Wide Positive Behavior Support

•Grade Level Social Skill Training

Tier 1 - Universal•School-Wide Positive Behavior Support

•Grade Level Social Skill Training

Tier 1 - Universal•Small Group SST (1X/week)

•Interdependent Group Procedure

Tier 2 - Supplemental•Small Group SST (1X/week)

•Interdependent Group Procedure

Tier 2 - Supplemental

Decision Making Tier IIDecision Making Tier II

Goal Met:• Continue intervention

until achievement gap is closed or behavior is acceptable in the school environment

Goal Not Met:• Move to Tier III for

SAT/RTI team problem solving

75%-90% of “at-risk” students are successful at this level

Multiple Tiers of ServiceMultiple Tiers of Service

Tier IIIIntensive Intervention• 2-10% of students • Intensive individual or

small group (3 or fewer) intervention

• Intervention – high efficiency – rapid response

• Individual behavioral plan

Problem Solving at Tier III Problem Solving at Tier III

EvaluateEvaluate Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Plan

Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Plan

Define the ProblemDefining Problem/Directly Measuring Behavior

Define the ProblemDefining Problem/Directly Measuring Behavior

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

Problem Solving team for Tier IIIProblem Solving team for Tier III

Student Assistance Team/

Response to Intervention Team

Possible Team members:• Homeroom teacher• Parents• Special Educators• School Psychologist• Speech Therapist• Administrator

Curriculum/Services Curriculum/Services What is available for 2-10%What is available for 2-10%

“intensive intervention” students? “intensive intervention” students?Academic• Specific teaching of

targeted deficiency

• Literacy Groups• Purchased Programs

SondaySound PartnersLadders to LiteracyQuick ReadsSoar to SuccessEarly Success

Behavioral• Individual Counseling• Mentoring• Behavior Support Plan

• Counseling Groups• (e.g. Anger Management• Social Skills Training)

• Peer Training• Bullying Groups

How do you measure progress for How do you measure progress for Tier IIITier III

“intensive intervention” students? “intensive intervention” students?Academic• DIBELS – Weekly

progress monitoring

• Standardized Achievement Tests• Criterion Referenced Tests (CRT)• DIBELS - Benchmarks• Health Records• Absence• Quarterly Progress Reports • (DRA/LRP)

Behavioral• Weekly intervention

data collection• Behavior Rating

Scales

• Office Discipline Referrals (ODR)• Absences Report• Health Reports

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25 2328 27

3035 37 36

41 40 42 4045

5257

62

0

10

20

30

40

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60

70

80

90

100

Sep

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Oct

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Jan

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35%

50%

55%

Benchmark 75%

= Peer Group

= Target Student

= Aim Line

= Trend Line

65%60

%

•School-Wide Positive Behavior Support

•Grade Level Social Skill Training

Tier 1 - Universal•School-Wide Positive Behavior Support

•Grade Level Social Skill Training

Tier 1 - Universal•Small Group SST (1X/week)

•Interdependent Group Procedure

Tier 2 - Supplemental•Small Group SST (1X/week)

•Interdependent Group Procedure

Tier 2 - Supplemental•Behavior Intervention Plan (BIP)

•Home-School Notes

•Individual Self-Control Training

Tier 3 - Intensive

80%75

%

Decision Making for Tier IIIDecision Making for Tier III

Goal Met:• Continue intervention

until achievement gap is closed or behavior is acceptable in the school environment

Goal Not Met:• 4-5% of the student

population• Eligibility for Special

Education

In Conclusion:In Conclusion:The Three Essential ComponentsThe Three Essential Components

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High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.

We are being asked to accomplish things we’ve never done before. When the right puzzle pieces are connected, all students can succeed.