Responsiveness to Instruction (RtI)
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Transcript of Responsiveness to Instruction (RtI)
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Responsiveness to Instruction(RtI)
Problem-Solving Model Tier III
North Carolina Department of Public Instruction
2011
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Four Tiers of Support
Continue Tier I and Tier II Support
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Tier IConsultation
Between Teachers-Parents
Student Needs
Reso
urc
es
The NC Problem- Solving Model
Identify Area(s)
of Need
Implement Plan
Evaluate
Develop a Plan
Tier II Consultation With OtherResources
Tier IIIConsultation
with the Problem Solving
Team
Tier IVConsideration
for EC referral
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Tier I
Tier II
Tier III
Tier IV
Student Needs
Ass
ess
men
t
Universal Screening
for ALL students 3x
per year
Progress Monitoring
1-2x per month
Diagnostic Assessment
Progress Monitoring
1-2x per week
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Tier III - PSM• Repeat steps of cyclical problem-solving
model
• Student need drives problem solving team members – Parent
– Teacher– Teaching peer, counselor, school psychologist,
curriculum specialist, data/assessment specialist administrator, social worker, nurse, etc.
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Tier III - PSM
• Small percentage of students
• Formalized, systematic process
• Intervention and assessment increases in intensity/frequency
• Individual goals- short and long term
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Layered Support
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2Step 1
Define the Problem
Develop a behavioral (observable) definition
of problem
TEAM FIRST MEETS TO DEFINE PROBLEM
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Step 1: Define the Problem
• Essential step
• Develop a behavioral/academic definition
• Concrete, Observable and Measurable
• Stranger test?
• Most difficult step!
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2Step 1
Define the Problem
Develop a behavioral (observable) definition
of problem
Step 2Develop an
Assessment PlanGenerate a hypothesis
and assessment questions
related to the problem
HOW DO WE ANSWER THESEQUESTIONS?
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Step 2: Develop an Assessment Plan• We must ask questions to form a hypothesis
regarding “What is the problem? Why is it occurring?”
• We ask questions across four domains:
Instruction
Curriculum
Environment
Leaner
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InstructionPossible Questions•Has the instruction been consistent?
•Has the student received instruction in constituent skill areas?
•Does the student respond more effectively to a different pace?
•Has the student received descriptive feedback?
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Instruction
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CurriculumPossible Questions•Are the deficits in the core?
•Does the curriculum include the needed skills?
•Has the student had enough time in the curriculum skill areas?
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Curriculum
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Environment
Possible Questions•Is the student “on-task” during instruction?
•How is his/her behavior in class and out of class?
•Home and school environment? (past and present)
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Environment
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Learner
Possible Questions•Any Medical issues?
•Background information in the cumulative record?
•Language issues?
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Leaner
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Step 2: Develop an Assessment Plan
ReviewInterviewObserveTest
Curriculum
Environment
LeanerReviewInterviewObserveTest
ReviewInterviewObserveTest
ReviewInterviewObserveTest
Instruction
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Review
Examples•Review records
•Review grades
•Review teachers’ anecdotal records/instructional artifacts/work samples
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Interview
Examples•Teacher interview
•Parent interview
•Interview past teachers/previous school
•Student interview (older grades)
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Observe
Examples•Student observation
•Student/teacher interaction observation
•Instructional observation– Core – Intervention
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Test
Examples•CBM in area of concern
– Survey level – Grade level
•CBM in other areas•Common Assessments•Diagnostic – informal or formal
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Diagnostic Assessment
• Further investigation to help determine which intervention is most appropriate
• Can be CBM or other common assessments
Examples
Running Record, CBM, Informal reading assessments, Single skill math computation tests, Writing samples,
Student interviews
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Diagnostic Assessment: Myths
• Comes in a box• Used to identify the presence of a reading disorder• Must be administered by specialists• Are formal• Time consuming and impractical.
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Resources for Free Diagnostic Assessments• http://www.fcrr.org/FAIR/index.shtm- diagnostic
reading assessments for pre-K through high school
• http://www.thephonicspage.org/On%20Reading/readinggradeleve.html - diagnostic phonics assessments for all grade levels
• Math- Intervention Central has the ability to make up single skill probes of math skills
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Case Study – Tier III
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Case Study - Page 1
• Student Name: Chris
• Date: 9/6/XX
• Areas targeted for instruction/intervention: Reading
• Specific Problem: Reading Fluency
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Case Study: Tier III Background Information
Record Review
• Vision/Hearing - pass
• Retentions - none
• Absences/tardies - no concerns
• Transferred schools - midyear first grade (VA)
• Prior interventions – Tier I and II in second grade (see data)
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Case Study: Tier III Background Information
Record Review (cont’)• Universal screening data
- R-CBM - 34, MAZE - 3 (Fall-current school year)
- math - on grade level
• DRA2 = 20
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Case Study: Tier III Background Information
Tier I (during second grade)
– Define the problem - “Chris’ R-CBM score of 29 (Winter- universal screening) is below the 10th percentile when compared to national norms.”
– Error analysis (teacher) indicates several decoding weaknesses, including multisyllabic words, diagraphs, blends
– Chris’ low score on R-CBM is because of his weakness in decoding, specifically multisyllabic words.
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Tier III - Case Study:Background Information
Tier I (cont’)
• 8 weeks intervention (2/01/xx - 3/28/xx)
• Syllable pattern activities from FCRR - 2x/week,
15 min./session• Progress monitoring data R-CBM
• 28, 30, 36, 30
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2830 30
Tier I Interventions
1 2 3 4 5
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6 7 8
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Case Study: Tier III Background Information
Tier II
• Chris’ low score on R-CBM is because of his weaknesses in decoding, including multisyllabic words and diagraphs.
• 8 weeks intervention (3/28/xx -5/30/xx)
• Syllable pattern activities from FCRR - 2x/week,
15 min./session
• Letter sound correspondence activities from FCRR - 2x/week, 10 min./session
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Case Study: Tier III Background Information
Tier II (cont’)
• Progress monitoring data R-CBM
• 35, 40, 42, 43
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Tier II Interventions
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Case Study - Page 1Create a hypothesis statement for each domain
Why do you think the problem is occurring?InstructionCurriculumEnvironment Learner
What information do you need?ReviewInterviewObserveTest
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2Step 1
Define the Problem
Develop a behavioral (observable) definition
of problem
Step 2Develop an
Assessment PlanGenerate a hypothesis
and assessment questions
related to the problem
Step 3Analysis of the
Assessment PlanDetermine if problem is
correctly defined
WHAT DID WE FIND?
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Tier III - Analyze the Assessment Plan
Team reconvenes (within 2 weeks) to discuss results of assessment results
• Is our problem correctly defined?
• What is our hypothesis (based on the data we gathered) and how will we “test” it?
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Tier III - Analyze the Assessment Plan
• Structured observation results– Attention to task was age appropriate compared to
peers in classroom
• Hypothesis rejected
Environment
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Tier III - Analyze the Assessment Plan
• CBM error analysis - confirms multisyllabic words,
diagraphs, blends• Review DRA2 - Score of 18 • Interview Instructional specialist from previous
school–Previous utilized different materials and instructional methods
• Hypothesis accepted
Curriculum
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Tier III – Analyze the Assessment Plan
• Teacher Interview– Determined review of early literacy skills is not an
intentional component of reading instruction
• Instructional observation– Review of early literacy skills was not observed
• Review instructional materials– 3rd grade materials do not include a review of early
literacy skills
• Hypothesis accepted
Instruction
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Tier III - Analyze the Assessment Plan
• Speech Language Screening– Passed
• Social/Developmental History– Uneventful social/medical development
• Hypothesis rejected
Leaner
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7 16
5 43
2Step 1
Define the Problem
Develop a behavioral (observable) definition
of problem
Step 2Develop an
Assessment PlanGenerate a hypothesis
and assessment questions
related to the problem
Step 3Analysis of the
Assessment PlanDetermine if problem is
correctly defined
Step 4Generate a Goal
StatementSpecific Description of the
changes expected in student behavior
WHERE DO WE WANT THEM TO BE?
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Doran, George T. "There's a S.M.A.R.T. way to write management's goals and objectives." Management Review, Nov 1981, Volume 70 Issue 11.
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Tier III – Goal Setting
• Short Term Goal– Length determined by intervention period
• Example: 8-10 weeks from intervention start date
– Set goal based on baseline data
• Long Term– Length determined by grade level expectations
• Example: end of school year
– Set goal based on baseline data
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Tier III - Goal Setting
• Norm Referenced Goal
• Rate of Improvement (ROI)/Growth Rate
• Percentile Rank
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Tier III – Goal Setting: Norm Referenced
• A standard, model or pattern regarded as typical
• Typical performance of peers? – Classroom– Grade – District – State – Nation
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Tier III – Goal Setting:Norm Tables
• Percentile ranks
• Average score (range 25th-75th percentile)
• Let’s practice reading a norm table
(Example is for practice only)