Post on 24-Feb-2016
description
atManatee
Elementary
Agenda 1) RtI Overview 2) How to Begin 3) CST Gets a Makeover4) Q & A
Overview
4
Florida SLD Criteria for Eligibilityafter July 10, 2010
Underachievement in:
Oral expressionListening comprehension
Written expressionBasic reading skills
Reading fluency skillsReading comprehension
Mathematics CalculationMathematics problem-solving
RTI:Resource intensive
or insufficient response to
scientific, research-based intervention
Conditions 1 and 2 not primarily the result of:
Visual, hearing or motor disabilityIntellectual disability
Emotional/Behavioral disabilityCultural factors
Irregular attendanceEnvironmental or economic disadvantage
Classroom behaviorLimited English proficiency
Condition 1 Condition 2 Condition 3
+ +
Big Ideas of RtI► More than just about
elgibility► Being proactive► Early intervention for those
who need it► High quality instruction using
best practices in Tier 1► Data-based decision making► Identifying the level of
services needed by which students
► Problem Solving Method
What are the components of RTI?
Speaking the LINGO!1. Tiers of Intervention: Students who do not respond to high-quality
classroom instruction (Tier 1) and intervention (Tier 2) receive more intensive, individualized research-based interventions (Tier 3). Tiers are the level of intensity of the intervention.
2. Progress Monitoring: Data-based documentation of repeated assessments reflecting student progress.
3. Data Based Decision Making: Students who don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.
What is the Problem?
Why is itoccurring?
Is it working?
What are we going to do about it?
Tiers of Service Delivery
I
II
III
Problem Identification
Problem Analysis
Intervention Design
Responseto
Intervention
Translationiii=
Tier 2 level of services
Special Education
General Education
Sea of Ineligibility
Without Problem Solving
Bridging the Gap
Beginning Implementation
◦ Core instruction – differentiated, high quality
◦ Establish teams – Teacher Data Teams that can make collaborative decisions Meeting times Facilitator Problem Solving method
◦ Identify at risk students (FIND ‘EM) FAIR, observation, FCAT, formative assessments
◦ Skill deficits, interventions, progress monitoring
Getting Started
Let’s Get This Baby Off the Ground!
◦ Core instruction – differentiated, high quality
◦ Teacher Data Teams
◦ Identify at risk students (FIND ‘EM) FAIR, observation, FCAT, formative assessments
◦ Intervention blocks set up
Our Baby
Problem Solving Teams
School Leadership TeamTeacher Data Team
Individual Problem Solving Team (IPST)
TEACHER DATA TEAMS
None of us is as smart as all of us!!!
Ken Blanchard
The Work of the Teacher Data Team
►Discussing ACADEMIC & BEHAVIOR NEEDS of students.
►Problem Solving & Developing intervention plans
►Looking at Data-Are students being successful?
►Solving the problems that we identify at Tiers 1, 2, and 3?
Getting Started with Data Meetings When: Planning Time – Two times a month Who Attends (can be determined by purpose):
◦ Must: Grade Level TeachersGuidance CounselorAdministration
◦ Could: ESE Teacher, Speech Teacher, Reading Coach,
◦ Other experts as needed (e.g. school psych, behavior analyst)
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TEACHER DATA TEAMSPlanning Time – Every Other Tuesday
August 17 •Analyze historical and diagnostic data to determine areas of focus to be strengthened in core instruction
•Begin forming intervention & enrichment groups.
August 31 •Finish forming intervention & enrichment groups.
•Plan resources to be used for core and supplemental instruction
**See meeting handout.
Data Meetings Tier One Focus
Assess strengths of Tier One core instruction by reviewing benchmark data.
How can we improve differentiated instruction in the 90 min reading block.
Tier Two Focus (Find ‘em, watch ‘em): Grouping kids in need of similar
interventions/enrichment based on data. Determine focus of interventions, set goals,
determine how to progress monitor. Decide specifics of intervention: who, where, how long, etc.
Decide on how interventions will be documented. INDIVIDUAL STUDENTS who are not responding.
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Problem Solving/RtI“The Scientific Method”
Identifythe Problem
DesignIntervention
MonitorProgress
Analyzethe Problem
ImplementIntervention
EvaluateInterventionEffectiveness
Timeline
LJ
‘Circle of Accountability’
• Identify students who need additional support
• Use research-based interventions to assist
students • Monitor these students
progress on ongoing basis
InterventionsLet’s Discuss
◦ Tier One: Differentiation
◦ Tier Two: Double Dose of Differentiation
◦ Tier Three: ◦ More time
More intensity More Concrete ReAddress Problem
Intervention...Another Look
◦ Who: grade level teachers, instructional asst., ESE (5th and 6th), speech, all hands on deck.
◦ When: 8:15 – 8:45 am (grades 1-6)
◦ How: Group students by skill deficit, enrichment
area, reading or math. Smallest group should be neediest kids Work as a grade level to determine resources,
instruction, who’s teaching what.
Intervention Logistics
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
◦ Cycle: a three week period of continuous supplemental instruction
◦ Progress Monitoring Week: occurs after a 3 week cycle. Progress monitoring data is gathered. At risk students are re-assessed. Teachers meet to reorganize groups and instructors.
◦ Cycle 1: September 7 – 24◦ Progress Monitoring Week: Sept. 27 – Oct. 1◦ Cycle 2: October 4 – 22◦ Progress Monitoring Week: Oct. 25 -29
◦ Compromise, Integrity, Flexibilty, ?????
Intervention Cycles
Skill Deficit◦ Student lacks skills to successfully complete task
Performance Deficit◦ Factors interfering with student’s capability of
performing the skill
Types of Interventions
Reading:•Text Processing• Phonological Awareness• Phonics• High Frequency Words• Fluency
•Comprehension• Listening• Strategies• Fiction vs. Nonfiction• Types of questions• Vocabulary
Tools used to collect READING data:
•PASI (Phonological Awareness Screener)•PSI (Phonics Screener)•Running Records•Inventories•Checklist•ORF (oral reading fluency)•FAIR•Curriculum based assessments
Math• Number sense• Basic Facts• Problem Solving
Tools used to collect MATH data:
•Inventories•Fluency checks•Curriculum based assessments•Item analysis•Formative assessments
Identifying Skill Deficits
Where do I get these INTERVENTIO
NS?
BUILDING A BANK OF
INTERVENTION RESOURCES
InventoryYour
ResourcesAnd Try to
Develop More!
Problem Solving Teams
School Leadership TeamTeacher Data Team
Individual Problem Solving Team (IPST)
CST gets a MakeoverCST IPS
TIndividual
Problem Solving Team
CST – CHILD STUDY TEAM
•Testing•Discrepancy•Q or DNQ•Place in Program
IPST – Individual Problem Solving Team
•Monitoring Interventions•Discrepancy•Peer comparisons•Data driven•Problem solving
**How do I refer a student?
**How do I handle parent requests for
testing?
The “New Way”: RtI and Individual Referral-
Driven Problem Identification Students referred when there is a poor
response to Tier 2 services After at least two different interventions
documented Looking for academic gap Slower learning rate over time Team decides… additional academic or
behavioral intervention, placement, etc.
Individual Problem Solving Team (IPST) Quick Reference
Members FunctionAdministrator (s)
Guidance Counselor (recommended facilitator) School Psychologist
Classroom Teacher(s)Parents
ESE contact/teacherInterventionalist/Title 1 Teacher
Additional Members as needed:Speech/Language Pathologist
Staffing SpecialistInstructional Staff (coaches)
Gifted TeacherBehavioral Analyst
Occupational TherapistPhysical Therapist
Social WorkerActivity or Specials teachers
•Problem solve on an individual student level after multiple interventions have been conducted.
•Examine intervention and progress monitoring data to make decisions.
•Look for Academic Gap, Peer comparison, Learning Rate over Time
•Data based decisions
What does this graph tell you about the problem?
Student
Peers
Student
Peers
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
Response to Intervention
is Not a Dirty Word!
Informational Brochure Intervention NoticesProgress Monitoring Updates Include Parents at All Levels of the RtI Pyramid
Ideas for Keeping Parents Informed
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Putting The RTI Model into Practice: -Learning the RTI Problem Solving Process
-Studying our data-Identifying trends and problem areas in data meetings
-Grouping students/planning interventions
Break
THANK YOU