Intro Course 101: Pyramid of Interventions, RTI & SST SSTAGE Conference January 24, 2008 Lynn LeLoup...

Intro Course 101: Pyramid of Interventions, RTI & SSTSSTAGE Conference January 24, 2008 Lynn LeLoup Pennington Education Consultant, President of SSTAGEand Frank Smith GaDOE, Psychological Services & SST

The Pyramid of Interventions

What do you know about it?

What does it mean to you?

Is RTI (Response to Intervention) and the Pyramid of Interventions (POI) the same thing?

Essential Questions:

Are our students learning?

How do we know that they are learning?

What are we prepared to do when they do not learn?

DuFour, R., DuFour, R., Eaker, R., Karhanek, G. (2004), Whatever it takes: How professional learning communities respond when kids dont learn. Bloomington, IN, National Educational Service

When the Georgia Department of Education (GaDOE) gave birth to the Student Achievement Pyramid of Interventions, it established a new and enlightened context to understand and improve education for ALL STUDENTS.

Georgias Student Achievement Pyramid of Interventions

organized common sense...

Georgias Student Achievement Pyramid of InterventionsWhat It IsIntegrated system of service deliveryPrevention model Designed to find and provide students at-risk with effective instruction, learning and interventionsAligns with NCLB, IDEA and Georgia School Keys

What It Is NotSpecial education eligibility systemWait-to-fail modelDesigned to prevent students from receiving special education servicesAddresses only the mandates of IDEA

Key ConceptsProvide high-quality, research-based instruction to all studentsMonitor student progress in response to that instructionIntervene immediately when students do not make adequate progress Determine what students need Provide change in instruction and interventionsContinue monitoring students response to the instruction (interventions) Increase intensity of interventions and frequency of monitoring as needed

Do you see a pattern emerging?

SEE

CHECK PLAN DOutilizes a problem-solving framework and data-driven decision making process

Data-driven problem solving is the engine within the pyramid which provides educators with a systematic process to make informed decisions at each tier.

Data Decision rules Data Decision rules Data Decision rulesDataDATA is what fuels the engine.

Data will determine what instructional supports are needed to solve the student achievement problems

Data-based problem solving represents the core conceptual basis of addressing students academic and behavioral problems whether we are focusing on the entire schoola single grade levelone classrooma small groupone student

STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONSGeorgia Department of EducationOffices of Curriculum and Instruction and Teacher/Student Support

Tier 1 Standards Based Classroom LearningAll Students

Instruction and learning essentialsstandards-based curriculumresearched-based practices and strategiesdifferentiated instructioneffective classroom management

All StudentsAssessment practicesfrequentbalanced curriculum-basedmonitor progress over time (progress monitoring)universal screening benchmark assessments formative assessments summative assessments

Tier 1 Standards Based Classroom Learning

Example A Second Grade ClassroomAnywhere, GeorgiaAll Second Grade Students

were assessed in reading fluency early in the fall (universal screening)

Students were individually administered three, one minute reading probes to obtain a reading fluency score, measured by correct words per minute. (Curriculum Based Measurement or CBM)

Reading fluency rate for second graders by the end of the year is 90cwpm (GPS).In the winter there was no way to travel through all that ice and snow. Not on planes or trains or boats or cars. The only way to travel in Alaska was by dog sled. Balto was a sled dog. He worked for a gold-mining company not far from Nome. He helped carry food and tools to the miners. It was a good life for a sled dog. Baltos driver was named Gunnar. Gunnar made Balto his lead dog. The lead dog runs in front of the team. He follows the trail. All the other dogs do whatever the lead dog does

Mr. Prices Classroom

After the fall screening, eight students were identified in Mr. Prices classroom as performing in the lowest 20%ile for second grade.

Mr. Price provided differentiated and small group instruction to the eight students. He used The Six-Minute Solution: A Reading Fluency Program* as part of the instructional/learning program.

*Sopris West

The eight students were assessed each week to measure their progress.At the end of nine weeks, the students progress was reviewed. (9 data points)The progress made by four of the students indicated that they would reach the end of the year goal (i.e., close the achievement gap) with continued in-class support.Four students were not on track to reach the state standard in reading fluency by years end. They need additional intervention. Begin a Tier 2 reading intervention for the targeted students.

CBM - Reading Fluency

The reading probes are different each week, but they are the same level of difficulty.As the student reads, the teacher marks the errorsThe student reads for one minute.Number of words read correctly is countedScores are graphed

Is this student making progress?

35%

50%

55%

60%

Benchmark

75%

= Peer Group= Target Student

= Aim Line= Trend Line

Again, using see plan do check, look at this individual case.

Aimline= 1.50 words/weekTrendline = 0.55 words/weekIs this student making progress?

LISA

50

Oct

Nov

Dec

Jan

Feb

Benchmark

School Weeks

Words Correct Per Min

LISA

Rita

20

Oct

Nov

Dec

Jan

Feb

Benchmark

School Weeks


Rita

Rita T2

20

24

28

35

34

Dec

Jan

Feb

Tier 2: Strategic -PALS

Trendline = 1.85 words/week

School Weeks


Rita- Tier 2

Steven T2

20

18

22

21

24

Dec

Jan

Feb

Tier 1:

School Weeks


I

Data

Sept5020202020

2418

Oct2822

3521

Nov3424

28

31

36

Dec35

42

44

40

Jan45

Feb

Sheet2

Sheet3

Questions for Tier 1Is Tier I instruction and learning effective?Are 80% of the students meeting grade level expectations or district benchmarks?If not, is it a student problem or a core curriculum/instructional issue?How is each student doing compared to other students? How is each student doing compared to the norm?

Tier 2 Needs Based LearningTargeted Small Groups & Selected Individuals

Instruction and learning essentialsTier 1 plus more focused, intensive, and accelerated instruction (and different)pre-planned interventionsresearch-based, evidence-based

Tier 2 Needs Based LearningTargeted Small Groups & Selected Individuals

Assessment practices for progress monitoringAcademicMastery Measurement (?)Curriculum-Based Assessment (CBA)Curriculum Based Measurement (CBM)Behavior/SocialObservation-based Assessments and procedures

Progress monitoring typically targets basic skills and competencies (a few examples)ReadingPhonemic awarenessWord Identification (correct words per minute)Fluency (correct words per minute)Vocabulary (matching words to pictures, definitions)Comprehension (maze)MathComputation Fluency (correct digits)WritingFluency (correct word sequences)Screenings and probes are usually timed.

A service of www.interventioncentral.org

What will you find there?

Directions to administer CBMsCBM norms (national benchmarks)Links to CBM probes (all ready made)Create your own probes (make your own)Graphing programs to display the data

Curriculum-Based Assessment (CBA)ExampleTier 1 in August, Ms. Casey, Kindergarten teacher, screens all students on numeral identification (1-10). 75% of her students cannot identify any numerals. She uses large and flexible groups for instructional activities and practice in the classroom.Tier 2 in late September, a second screening identifies 6 students who still do not identify any numerals correctly. She targets the students for more intensive instruction and begins to monitor their progress on a weekly basis.

An example of a Tier 2 intervention using the Online Assessment System (OAS)Shared by Michelle White, Parent Mentor, Trion City School SystemTen week intervention - extra math class (5th gr) 27 Students identified as at-risk for failing26 Students completed the assigned tests weekly (progress monitoring)Teacher used evidence-based strategies26 Students passed the CRCT with an average increase of 35%

Chart1

304302

304350

302337

294326

309330

304351

302345

298328

308330

304351

304340

304335

300330

311350

304342

286315

313345

304350

290337

304350

315350

329335

323342

311351

300317

304330

304342

&C&"Arial,Bold Italic"&20 5th Grade Math CRCT Test Scores

04-05 Scores

05-06 Scores

Chart2

304302-2

30435046

30233735

29432632

30933021

30435147

30234543

29832830

30833022

30435147

30434036

30433531

30033030

31135039

30434238

28631529

31334532

30435046

29033747

30435046

31535035

3293356

32334219

31135140

30031717

30433026

30434238

04-05 Scores

05-06 Scores

Increase/Decrease

Students

CRCT Math Score

CRCT Math Scores for Targeted Fifth Graders

Sheet1

04-05 Scores05-06 ScoresIncrease/Decrease

Student 1304302-2

Student 230435046

Student 330233735

Student 429432632

Student 530933021

Student 630435147

Student 730234543

Student 829832830

Student 930833022

Student 1030435147

Student 1130434036

Student 1230433531

Student 1330033030

Student 1431135039

Student 1530434238

Student 1628631529

Student 1731334532

Student 1830435046

Student 1929033747

Student 2030435046

Student 2131535035

Student 223293356

Student 2332334219

Student 2431135140

Student 2530031717

Student 2630433026

Student 2730434238

&C5th Grade Math CRCT Test Scores

Sheet2

Sheet3

Mr. Prices StudentsTier 2 The four students from Mr. Prices classroom began an additional supplemental reading program 30 minutes a day, 5x each week. (standard protocol intervention)The preplanned intervention is a computer-based reading program which takes place in the media center.The program is supervised by the reading coach and supported by paraprofessionals.Progress monitoring continues with a CBM reading probe administered each week and graphed.At the end of nine weeks, the students progress is reviewed.Three students show good progress, one does not.

What would you do next for this student?

What information do you need to make a decision?

Aimline= 1.50 words/weekTrendline = 0.95 words/week

Chart6

20

18

22

21

24

22

25

30

Dec26

28

30

28

Jan31

Feb

Tier 1

Tier 2

School Weeks


LISA

50

Oct

Nov

Dec

Jan

Feb

Benchmark

School Weeks


LISA

Rita

20

Oct

Nov

Dec

Jan

Feb

Benchmark

School Weeks


Rita

Rita T2

20

24

28

35

34

Dec

Jan

Feb


Trendline = 1.85 words/week

School Weeks


Rita- Tier 2

Steven T2

20

18

22

21

24

Dec

Jan

Feb


School Weeks


Steven

Data

Sept5020202020

2418

Oct2822

3521

Nov3424

2822

3125

3630

Dec3526

4228

4430

4028

Jan4531

Feb

Steven T3

Steven T3

20

18

22

21

24

28

31

36

Dec35

42

44

40

Jan45

Feb


Tier 3: Intensive - 1:1 instruction, 5x/week, Problem-solving Model to Target Key Decoding Strategies, Comprehension Strategies

School Weeks


Steven

Bart T3 SpEd

Bart T3 SpEd

20

18

22

21

24

22

25

30

Dec26

28

30

28

Jan31

Feb


Tier 3: Intensive - 1:1 instruction, 5x/week, Problem-solving Model to Target Key Decoding Strategies, Comprehension Strategies

School Weeks


Bart

Tier 2: What is a Good Response to Intervention?Good ResponseGap is closingCan extrapolate point at which target student will come in range of peers--even if this is long rangeQuestionable ResponseRate at which gap is widening slows considerably, but gap is still wideningGap stops widening but closure does not occurPoor ResponseGap continues to widen with no change in rate.

(George Batsche)

How does progress monitoring work?The students current levels of performance are determined.Goals are identified for learning that will take place over time. The students academic performance is measured on a regular basis. Progress toward meeting the students goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed.

www.studentprogress.org

Progress Monitoring at Tier 2 & 3What is it?Assessing students performance on a regular (ongoing) basis and analyzing the data to determine whether children are profiting appropriately from the instructional program.A scientifically based practice that is used to assess students academic performance and evaluate the effectiveness of instruction.This is Response to Intervention.

Assessment practices and tools for progress monitoring should be:

Relatively simple to administer and interpret resultsSensitive to student improvementEasy to communicate with parents or other professionals about students progressFrequent and specific feedback to students about their growth towards identified benchmarksUsed to drive instructional decision-making

BehaviorCurrent Level of Performance:Complies 28% of time

Benchmark (set by teacher)75%

Peer Performance 79%

GAP Analysis: 79/28 = 2.8 difference SIGNIFICANT GAP

Is behavior program effective for the student? No, theres a significant gap between the targeted student and his peers.

TIER 2: SUPPLEMENTAL INTERVENTION ExampleFocusInterventionSettingGroupingTimeAssessmentFor ninth grade students who scored in the lowest 10% on the universal reading screening in word fluency and comprehension, and are more than three years below grade level. Paraprofessional team and reading coach Group meets in the media center or Ms. Quincys classroomHomogeneous small group instruction (1:5)30 minutes five times a week during study skills block for nine weeksProgress monitoring of CWPM/ORF (weekly) and a Maze (every two weeks) using Aimsweb and school-made assessments________________ (evidence based reading program)ProviderFidelityDirect observation by reading coach using checklist every two weeks.

Student Documentation SamplesStrengths:Educational concerns:Target Problem:Valdosta City

Current Functioning of StudentRecommendation Follow-up Date:Student:

Overall Class:

Expected Benchmark:Goal Level:

Expected Benchmark:

# of Weeks for Intervention:Results:

*Attach Progress Monitoring DataComponents of InterventionCurrent Intervention(s)Tier

2WhatWhoFrequency(Time/Length)Start DateTier 1List & Describe:

*Tier 1 Interventions should be continuedParents contacted on (date) Phone Note/Email ConferenceComments:PM Frequency: By Whom:Validity Statement:I certify that the intervention was conducted as described.______________________________________________ ______________Signature of Administrator or Designee Date

Decision: Problem Resolved Continue Intervention Modify/Change Intervention Other:

Tier 3 Student Support Team Driven LearningA reminder about where it all began1984 to conclude Marshall vs. Georgia, ~with disproportion the central issue~ the State of GA committed to federal court that a Student Support Team (SST) would be established in every Georgia public school-- about 35 states were already doing this.

Student Support TeamThe stage has been set for a new production of SST.

What characteristics and featuresof the old SST will no longer be part of the performance?

The lights are going out and the curtain is closing on the view that

SST is an isolated process and set of proceduresteacher judgment or frustration should be the primary criteria for entry to the SSTschool policies or procedures should automatically place students in SST who fail a course or dont pass a state-level assessmentvague descriptions of student problems and unmeasured student performance will suffice

Tier 3 Student Support Team Driven LearningSelected Individuals

Instruction and learning essentialsTier 1 , Tier 2, plus Strategies and interventions tailored to the specific needs of the studentAssessment practices (and progress monitoring)Tier 1, Tier 2 plusMore in-depth assessment and analysis of the concern

If data-based problem solving is found at every tier, whats different about it at SST?

At SST the problem solving process Focuses on one studentIncreases parent/family involvementInvolves a cross-disciplinary approachInvestigates the concern (i.e., the discrepancy in performance or behavior) in greater depth and with greater precision

and answers the questions:

What does/doesnt the student know? What can the student do?What is the student not doing that he should be doing? How does the student think and learn? What strategies does/doesnt the student use?Why is this happening? Is there a reason (or function) to explain why this concern exists? Why has the Tier 2, scientific, research-based intervention not been successful for this student?

SST Problem Solving in a nutshellIdentify problem (descriptive & measurable) Gather information and analyze dataEstablish instructional/behavioral objectivesDevelop an educational plan (which specifies teaching/learning strategies and ongoing assessment measures)Implement planEvaluate plan periodically, adjust as needed

Step 1 Identify the Problem Step 2 Gather Information and Analyze Data

Step 6 Evaluate the Plan Step 3 Establish Objective/Goal Step 4 Develop an Educational & Monitoring Plan Step 5 - Implement PlanThe Problem Solving ProcessData-Driven Decision Making

Greater Expectations and Challenges for SST:Improving SST functioning, problem solving, stability, data usage, parent engagementEstablishing Best Practices, incl. behavior issuesFitting smoothly into the Pyramid of InterventionsAcclimating to new IDEA requirementsUsing evidence-based interventions with fidelityBetter results with English Language Learners

SST Coordinator StandardsCategory 1: Problem SolvingSTANDARD 1: The LearnerSTANDARD 2: Problem Solving ProcessSTANDARD 3: Assessment and Data AnalysisSTANDARD 4: InstructionCategory 2: Team Process and ManagementSTANDARD 5: Facilitation and CommunicationSTANDARD 6: Legal and Regulatory RequirementsSTANDARD 7: TechnologyCategory 3: Leadership, School Improvement and ChangeSTANDARD 8: Collaborative Consultation STANDARD 9: Professional Learning and Staff DevelopmentSTANDARD 10: Use of SST Data for Classroom, School and System Improvement

Why is RTI now being adopted in Georgia? Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEA) in 2004.Based on the changes in IDEA 2004, Georgia has updated its regulations to match federal requirements and we are using a response to intervention model for Specific Learning Disability AND...As a best practice, RTI is being applied to other categories as well.

Two components of progress monitoring for RTI

Performance level difference a discrepancy between the learner and the benchmark expectations or when compared with typical peers.

Rate of learning a significant difference in the rate of learning toward benchmarks compared to peers or predictable rate slopes.

Tier 4 Specially Designed Instruction/Learning

Targeted students participate in:Specialized programs Adapted content, methodology, or instructional deliveryGPS access/extension

Where do we begin?Take stock of what you already have in place. In other words, whats your baseline or entry level in terms ofPerceptions, attitudes and understanding?Learning and instructional practices at Tier 1?Assessment and progress monitoring tools?Supplemental interventions (Tier 2) and which students are targeted? Problem solving teams?Roles and responsibilities?Resources?

Building the PyramidIdentify the teams and team members that will direct and guide the data-based problem solving and decision-making process at each tier.Tier 1 ?Tier 2 ?Tier 3 Student Support TeamsTier 4 IEP Teams/Gifted Teams

Building the Pyramid

Standardize use of data and decision rules to determine instructional programming for Tiers 1 and 2

What score/percentage will be used to determine need for supplemental interventions (cut-off points)?What criteria will be considered proficient? 80% or higher?How many data points will be required before changing the instruction or intervention?What scores (rate, slope, percent of mastery) will determine sufficient level of responsiveness?

Building the PyramidStudent and Family Involvement and SupportDoes support for parents change when students need and receive more intensive intervention?See School Keys from GaDOE (page 44)CommunicationParenting SkillsAssisting in Student LearningParents Welcome in the SchoolParents as Full PartnersCommunity Resources

Avoiding Pitfalls to Full Scale ImplementationBuild awareness, consensus, and understanding of the Pyramid of Interventions and the need for problem solving and RTI. How they relate to other mandates. How they relate to shared values in the school.Build infrastructure before innovation is added.On-going professional learning for all staffTime for professionals to collaborate, problem solveRe-examine roles and resources

The Pyramid of Interventions and RTI are

a work in progress!

The Student Support Team Association for Georgia Educators provides leadership through collaboration, learning and advocacy to enhance student competence.

www.sstage.org

References:Allison, R., & Ikeda, M., From Theory to Practice: Critical Considerations for Response to Intervention, Iowa Department of Education, (2006)Batsche, G., Elliot, J., Graden, J.L., Grimes, J., Kovaleski, J.F., Prasse, D., Reschly, D.J., Schrag, J., & Tilly III, W.D., (2005), Response to intervention: Policy considerations and implementation, Alexandria, VA, National Association of State Directors of Special Education, Inc.Batsche, George M., Problem-Solving and Response to Intervention: Implications for Policy and Practice, G-Case, Savannah, GA, 2006 Bergan, J.R. (1977) Behavioral consultation. Columbus, OH, Charles E. MerrillBrown-Chidsey, Rachel & Steege, Mark W. (2005) Response to intervention: principals and strategies for effective instruction. New York, NY: The Guilford Press.Bootel, J., Holland-Coviello. R., Wen-Yu Lee. S., Progress Monitoring in a Response to Intervention World: Helping Classrooms to Implement Best Practices, National Center on Student Progress Monitoring, CEC 2007 Annual Convention, April 21, 2007Deno, S. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.Deojay, T.R., & Pennington, L.L. (2004) Content: Connecting data, professional development, and student achievement. In Powerful designs for professional learning. Easton, L. (ed.), Oxford, OH, National Staff Development CouncilDonaldson, Whitney (2005, November) When Assessment Isnt Enough: Understanding Student Progress Monitoring; National Center on Student Progress Monitoring.

References:DuFour, R., DuFour, R., Eaker, R., Karhanek, G. (2004), Whatever it takes: How professional learning communities respond when kids dont learn. Bloomington, IN, National Educational ServiceEdCheckup sample of maze www.edcheckup.comFuchs, L.S., LD Identification: Using CBM to Identify Students Who Are Not Responsive to Instruction, [www.studentprogress.org].Fuchs, L.S., & Fuchs, D., Applying Progress Monitoring to RTI Prevention and Identification,, Vanderbilt University, [www.studentprogress.org]Fuchs, Lynn S. & Oxaal, Ingrid , PROGRESS MONITORING: What, Why, How, When, Where, Office of Special Education Programs, U.S. Department of Education, [www.studentprogress.org].Rathvon, Natalie, (1999) Effective Interventions: Strategies for Enhancing Academic Achievement and Social Competence, The Guilford School Practitioner Series, Safer, Nancy; Donaldson, Whitney & Oxaal, Ingrid (2005, March) Using Progress Monitoring to Develop Strong IEPs, OSEP Leadership Conference, (PPT presentation).Tilly, D. (2003, December). Heartland Area Education Agencys evolution from four to three tiers: Our journey - our results. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO. Whitney Donaldson, W., Kim K., Short, S., Choosing a Progress Monitoring Tool That Works for You, Student Progress Monitoring (PPT presentation).

Websites: Just a startProgress monitoring, interventions & links www.interventioncentral.orgProgress monitoring www.studentprogress.orgInterventions www.whatworks.ed.gov (What Works Clearinghouse)Universal Design for Learning www.cast.org Georgias DOE Implementation Manual General Education Interventions chapter http://www.doe.k12.ga.us/ci_exceptional.aspx?PageReq=CIEXCImpMan

To contact us:Lynn L. PenningtonOffice: [email protected]

Frank SmithOffice: [email protected]

2008 All Rights Reserved

**************************************Regularly and systematically using multiple indicators to assess and monitor childrens progress

******************Age based comparisons ******Reach consensus.********

Intro Course 101: Pyramid of Interventions, RTI & SST SSTAGE Conference January 24, 2008 Lynn LeLoup...

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