Supporting Teachers Within RTI: The Role of the School Psychologist
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Transcript of Supporting Teachers Within RTI: The Role of the School Psychologist
Supporting Teachers Within RTI: The Role of the School Psychologist
Jon PotterLisa BatesOrRTI Project
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OSPA/WSASP ConferenceFall 2010
Objectives• Develop awareness about the
potential role of the school psychologist in a RTI model within the domains of:
– Assessment/Evaluation– Consultation
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Core Principles of RTI All children can be taught effectively Focus on prevention and early intervention Provide services using a tiered model Use a problem-solving method to make
decisions Use research-based interventions Monitor student progress to inform instruction Use data to make decisions Use assessment for different purposes:
Screening Skill diagnostics Progress monitoring
3NASDSE, 2006
Essential Components of an RTI Model
High quality instruction and intervention materials
System for collecting data
Data-based decision making using a problem-solving method
4NASDSE, 2006
The Role of School Psychologists
• Assessment/Evaluation• Consultation/Coaching
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How much time do you send on these activities currently?
• Assessment/Evaluation?• Consultation/Coaching?
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Assessment/Evaluation
ICEL• Instruction: How content is taught• Curriculum: What content is taught• Environment: Accommodations,
modifications, & other environmental considerations
• Learner: Things specific to the student
What to Assess
RIOT• Review: existing information• Interview: parents, teachers, student• Observe: student during instruction• Test: student skills
LEAST TO MOST INTRUSIVE
DIRECT TO INDIRECT
How to Assess
Goal: Convergent Data from Multiple Sources
Curriculum
RIOT
InstructionRIOT
LearnerRIOT
Environme
ntRIOT
Multiple Sources and Domains
Why a student is struggling
The Role of School Psychologists: Assessment
1. Assisting in the collection and analysis of academic screening, progress, and diagnostic data
2. Ensuring high quality instruction and intervention programs by assessing instructional contexts
3. Conducting Functional Behavior Assessments (FBA) and developing Behavior Intervention Plans (BIP)
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R TOI ELIC
The Role of School Psychologists: Assessment
1. Assisting in the collection and analysis of academic screening, progress, and diagnostic data
2. Ensuring high quality instruction and intervention programs by assessing instructional contexts
3. Conducting Functional Behavior Assessments (FBA) and developing Behavior Intervention Plans (BIP)
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R TOI ELIC
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Assisting in the collection and analysis of academic screening
and progress data• Screening – Given to all students
regularly to determine who receives extra support
• Progress Monitoring – Given to those students who are receiving extra support
• Diagnostic – Given to a smaller number of students for whom more information is needed to create an intervention matched to the student’s needs
• The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction.
Additional Diagnostic Data
• Diagnostic tests should only be given when there is a clear expectation that they will provide new information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.
Diagnostic Assessment Questions
“Why is the student not performing at the expected level?”
(Defining the Problem)
“What is the student’s instructional need?”
(Designing an Intervention)
VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Assessing enabling skills
Diagnostic Assessments• Quick Phonics Screener (Jan
Hasbrouck)• Digging Deeper (Wendy Robinson)• CORE Multiple Measures• Error Analysis• Curriculum-Based Evaluation
Procedures (Ken Howell)
Digging Deeper Questionshttp://www.aea11.k12.ia.us/educators/idm/Day5_10/Digging_Questions_k8.pdf
Core Multiple Measures
Error Analysis
Assisting in the collection and analysis of academic progress
data• Assessment activities before referral is made to remediate a problem
(screening, progress monitoring, diagnostic data)
• Linked to comprehensive evaluation– Student has a disability (screening & progress monitoring data)– Impacts their education (screening & progress monitoring data)– Needs specially designed instruction
• Linked to IEP development– Develop goals (screening, diagnostic, and progress monitoring data)– Monitor progress on goals (screening, diagnostic, and progress monitoring
data)
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Assisting in the collection and analysis of academic progress
data• Makes your job easier!!!!!!
• How do these assessment activities (screening, progress monitoring, & diagnostic assessment) compare to what you are currently doing in the area of assessment?
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The Role of School Psychologists: Assessment
1. Assisting in the collection and analysis of academic screening, progress, and diagnostic data
2. Ensuring high quality instruction and intervention programs by assessing instructional contexts
3. Conducting Functional Behavior Assessments (FBA) and developing Behavior Intervention Plans (BIP)
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R TOI ELIC
2. Ensuring high quality instruction and intervention programs by assessing
instructional contexts
Observing the critical components of effective teaching
Focus on teacher behaviors shown to improve student outcomes
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Brophy & Good, 1986;Gunter, Hummell, & Conroy, 1998
RIOT ICELObserving Instruction
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ACTIVE ENGAGEMENT
MASTERY
OPPORTUNITIES TO LEARN
Instructional Delivery Features to Examine
• Instructor provides multiple opportunities for students to practice instructional tasks
• Students are successful completing activities at a high criterion level of performance
• Students are engaged in lesson during teacher led-instruction
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• Provides more than one opportunity to practice each new skill
• Provides opportunities for practice after each step in instruction
• Elicits group responses when feasible• Provides extra practice based on
accuracy of student responses
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Multiple Opportunities to Practice
Assess opportunities to respond
What is an Opportunity to Respond (OTR)?
Need to operationally define, for example:
“An instructional question, statement or gesture made by the teacher that seeks an academic response (i.e. “What sound,” “Sound it out,”, “point to the /a/ sound”, etc.) OTR’s can include behavior related statements or directives as long as they have an academic component (i.e. “write the answer in your workbook”).”
Be clear!
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How many times it takes to learn something new
• Accelerated Learner• Everybody else• Truly disabled student
Jo Robinson (2008)
4-14 times14-250 times
250-350 times
Opportunities to Respond
Instructional Delivery Features to Examine
• Instructor provides multiple opportunities for students to practice instructional tasks
• Students are successful completing activities at a high criterion level of performance
• Students are engaged in lesson during teacher led-instruction
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Students are successful completing activities at a high criterion level
of performance
• The group of students demonstrate a high percentage of accurate responses
• Individual students demonstrate a high percentage of accurate responses
• Holds same standard of accuracy for high performers and low performers
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Students Are Successful• Levels of Mastery:
– 90% First time correct on new material
– 95% Subsequent responding (after first time)
First Time Correct = How many errors are students making the first time they answer the new tasks?
Correct Academic Responding (CAR):
90% 1st Time Responding; 95% Subsequent Responding
Successful Student Engagement Ensures that students are not practicing errors
Practice to automaticity/mastery Provides practice at a high level of success to build
accuracy and fluency
How do you measure CAR????
37Brophy & Good, 1986,
Lyon, 1998
CAR = # of correct student respond # of opportunities to respond
Adapted from Martin & Tobin, 2006
Error Correction:Should occur after ALL errors
Prevent students from learning misrules
Positively correlated withStudent AchievementRatings of Teacher Effectiveness
38Adapted from Martin & Tobin, 2006
Error Correction
• Does the teacher correct errors?• Does the teacher provide
opportunities for the students to respond again to that item?
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Students are successful completing activities at a high criterion level of
performance
• The group of students demonstrate a high percentage of accurate responses
• Individual students demonstrate a high percentage of accurate responses
• Holds same standard of accuracy for high performers and low performers
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Holds same standard of accuracy for high performers and low performers
• Teachers hold the same expectations for low achievers and high achievers– No excuses!!!!
Instructional Delivery Features to Examine
• Instructor provides multiple opportunities for students to practice instructional tasks
• Students are successful completing activities at a high criterion level of performance
• Students are engaged in lesson during teacher led-instruction
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Students are engaged in lesson during teacher led-instruction
• Teacher gains student attention before initiating instruction
• Paces lesson to maintain attention• Maintains close proximity to students• Transitions quickly between tasks• Intervenes with off-task students to
maintain their focus
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Instructional Pacing:8-12 Opportunities to Respond per Minute
Opportunity to learn Provides mass trial practice to build fluency and achieve
mastery Provides opportunity to monitor student performance
Positively correlated with: Student On-Task Behavior Student Academic Achievement
44Adapted from Martin & Tobin, 2006
Pacing = # of opportunities to respond # of minutes observed
Tools for Measuring Effective Teaching: Data
Instructional Variable
Observation Data
Recommended Criteria
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Pacing # of opportunities to respond 8-12 OTRs per minute # of minutes observed for most intensive
instruction
Student Accuracy # of correct responses 90% or above # of opportunities to respond
• How does this compare to your current practices in the area of instructional observation/assessment?
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Consultation/Coaching
The Role of School Psychologists
Consultation/CoachingSchool/District Leadership TeamSchool Data TeamsIndividual Teachers
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School/District Leadership Team
• Provide input on district-wide decisions around:1. Curriculum/Interventions2. Assessments
• Screening• Progress monitoring• Diagnostic
3. Decision rules49
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School Data Teams
Schoolwide Data Team
Monthly RTI
Team
Individual Problem Solving Team
IEP Team
Schoolwide Data Team
• Evaluate effectiveness of Tier I (Core) programming for ALL students
• Determine areas of need and provide support for implementation of Core
• Fidelity to Core Instruction– Develop and implement fidelity
monitoring systems
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68%
17%
15%
Evaluate effectiveness of Core programming for ALL students
Grade Level Data Team• Use screening, progress
monitoring, and diagnostic data to place students in interventions
• Determining progress monitoring tools and appropriate student goals
• Develop and help implement progress monitoring
• Evaluate effectiveness of interventions
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10
20
30
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Dec.S cores
F eb.S cores
J an.S cores
Marc hS cores
AprilS cores
MayS cores
J uneS cores
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Aimline
Examining Adequate Progress: 4 Points Below the Goal Line
Ora
l Rea
ding
Flu
ency
Add 15 minutes to intervention
Reduce group size to 3 students
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10
20
30
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Dec.S cores
F eb.S cores
J an.S cores
Marc hS cores
AprilS cores
MayS cores
J uneS cores
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Aimline
Examining Intervention Cohort Data
Amy
Chase
Mary
Isaiah
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10
20
30
40
Dec.S cores
F eb.S cores
J an.S cores
Marc hS cores
AprilS cores
MayS cores
J uneS cores
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Aimline
Examining Intervention Cohort Data
AmyChase
MaryIsaiah
Individual Problem Solving Team
• Coordinate additional data collection– Diagnostic testing, record reviews,
parent/teacher interviews, student observations
• Create individualized interventions through problem-solving
• Evaluate effectiveness of individualized interventions
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The Problem Solving Model
1. Define the Problem: • What is the problem and
why is it happening?2. Design Intervention:
• What are we going to do about the problem?
3. Implement and Monitor: • Are we doing what we
intended to do?4. Evaluate Effectiveness:
• Did our plan work?
IEP Team• Evaluate student needs using
diagnostic assessments• Evaluate student progress data• Assist in developing IEP services• Attend annual IEP meetings
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Instructional Consultation with
Individual Teachers• Consultation can occur at any level in
the system – Tier 1– Tier 2– Tier 3
• Focus on observable teaching behaviors– What can WE change? (alterable
variables)
Alterable Variables
How do we know what to change when students are not making adequate
progress?
Follow the data
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What do we change?: TTSD Example
TimeGroup Size
Different program
Individual Problem-solving
Time/Engagement
Alterable Variables Chart
63http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
Time
64http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
Group Size
66http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
Different Program
68http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
Fidelity
70http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf
Communication/ Meetings
Big IdeasUse the skills you already have
Focus on evaluating instructional environments
Use data to guide your practice
If something isn’t working, change it
Build capacity71