Pyramid Response to Intervention Day 2. Pyramid Response to Intervention Day 2 Overview Check-in, review of Day 1 A deeper look at RTI Examining the models

Pyramid Response to Intervention


Day 2


Day 2 Overview

Check-in, review of Day 1 A deeper look at RTI Examining the models Team Time–Refining your POI Activity

– Take one essential learning “All the Way Through.” Team Time–Refining your POI

– Guided practice Wrap-up


Clarity

What has become clearer about PLCs, RTI, or POI

since 8:00 a.m. yesterday?


Counselors – Where Do We Fit In?

Best Practice/Research-Based Prevention and Intervention for School Counselors– Indiana DOE– http://www.doe.state.in.us:80/sservices/counselin

g/best_practice.html

Center for School Counseling Outcome Research– http://www.umass.edu/schoolcounseling/


Austin’s Info

http://homepage.mac.com/abuffum/FileSharing2.html– Folder “San Diego 3-16-09”– Password = “soltree”

[email protected]


A Deeper Look at Response to Intervention


Problem Solving

Problem identification– How do you know when it is occurring?– How will you know when improvement is made?

Problem analysis– Designing interventions based on assessments

Plan implementation– Implementing and monitoring interventions

Plan evaluation– Did it work? Where are we?


Universal Screening

Short, quick, easy-to-administer probes– Aligned to curriculum– Measure basic academic skills

Documents whether a child is on track 3 times/year (fall, winter, spring)

Individual student data can be utilized to validate the effectiveness of interventions. Is the gap closing?


Universal Screening


Example of Benchmark Data






15

80% of your students should be here.



Three-Tier Model of School Supports


3rd Grade Math Addition and Subtraction 0-18

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Universal Screening

Curriculum-based measurement (CBM) is the recommended tool to identify students who are at-risk and require intervention.

CBM is a technically sound and thoroughly researched progress monitoring system.


Universal Screening

Results from nearly 30 years of research Is used in schools across the country Demonstrates strong reliability and validity Is used with all children to determine whether

they profit from typical instruction Is used with failing children to enhance

instructional programs


Concepts and Applications

Ben’s concepts and applications test – Ben answered 21

blanks correctly in 8 minutes.

– Ben’s CBM score is 21.

Pyramid Response to Interventions CBM Probes

• It was raining outside, and there was nothing for Norman to do 12• “I have the most boring life,” he moaned, as he plopped down on the couch. 27• Just as he switched on the television, the power went out. Watching a blank 41• television was not something Norman wanted to do. He looked around at the 54• four dismal walls that kept him out of the rain. 64• “Now what am I going to do?” 71• “You could tidy up your room” his mom suggested, “ or organize your room. 84• Your closet is a disaster, Norman. I’m actually frightened of what you might 97• find in there. You haven’t cleaned it in a decade. 107• There was nothing Norman could say after his mom made up her mind. 121• He was going to have to clean out his closet. 131• The only problem was that Norman couldn’t even open his closet door. 143

– The student read 72 WRC/ 8 errors

Collecting Benchmark Data


Universal Screening: Benchmark Data


Universal Screening: Benchmark Data


Universal Screening

At secondary level, screening tools should: Identify students who require further assistance. Be practical. Generate positive outcomes by accurately

identifying students without consuming resources that could be put to better use.

(Jenkins, 2003)


Universal Screening

Tools to Consider– DIBELS (Dynamic Indicators of Basic Early Literacy

Skills) (http://dibels.uoregon.edu)

– STEEP (System to Enhance Educational Performance) (www.isteep.com)

– AIMSweb (www.aimsweb.com)

– Curriculum-Based Measurement Warehouse (www.interventioncentral.org)

– Measures of Academic Performance (www.nwea.org)


Activity

What universal screening tools will be used to assess all student in reading, writing, and math?

Who will administer these assessments? When will the assessments be administered?


Trend Line for Student at 25th %ile


Progress Monitoring: Are We on Track?


Progress Monitoring: Adding a Trend Line


Progress Monitoring

Used to assess students’ academic performance, continuously measure student performance growth, and provide objective data to evaluate the effectiveness of instruction AND interventions


Progress Monitoring

Teachers assess students’ academic performance on a regular basis

• To determine whether children are profiting appropriately from the typical instructional program and

interventions

• To provide more effective interventions for children who do not benefit adequately from typical instruction and intervention


Progress Monitoring

Brief assessments are conducted frequently. Assessment occurs throughout the

intervention. Results are evaluated to determine whether

student response to intervention is adequate. Student progress is tracked continuously. CBMs are frequently used for progress

monitoring.


Progress Monitoring

Sensitive to small changes in student performance

Relatively quick and simple to use Frequent comparison (as frequently as twice

weekly) of current level of performance to desired level of performance


Tests are Scored by Digits Correct

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4correct digits

3correct digits

2correct digits


Progress Monitoring


Progress Monitoring


Progress Monitoring

Case Study: Joshua

0

20

40

60

80

100

120

140

160

180

200

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Weeks of Instruction

PR

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Joshua’s trend-lines

instructional changes

Joshua’s goal-line

X


National Center on Student Progress Monitoring

Funded by the U.S. Department of Education, Office of Special Education Programs

National technical assistance and dissemination center

Housed at the American Institutes for Research in conjunction with Lynn Fuchs and Doug Fuchs at Vanderbilt University


National Center on Student Progress Monitoring

Mission: To provide technical assistance to states and districts and disseminate information about progress monitoring practices proven to work in different academic content areas





Progress Monitoringwww.studentprogress.org


Progress Monitoring


CPM Progress Monitoring Materials

AIMSweb/Edformation Dynamic Indicators of Basic Early Literacy Skills (DIBELS)/Sopris

West EdCheckup Monitoring Basic Skills Progress/Pro-Ed, Inc. STAR/Renaissance Learning Test of Silent Word Reading Fluency/Pro-Ed., Inc. Test of Word Reading Efficiency/Pro-Ed., Inc. Yearly ProgressProTM/McGraw-Hill Research Institute on Progress Monitoring, University of

Minnesota Vanderbilt University


Assisting Students Struggling with Reading: RtI and Multi-Tier Intervention in the Primary Grades

Institute of Education Sciences 2009



Progress Monitoring

What’s a good response to an intervention? Good response

– Gap is closing.– Teacher can extrapolate a point at which the student will

catch up to peers—even if this is a long-range target! Questionable response

– Rate at which gap is widening slows considerably, but gap is still widening.

– Gap stops widening but closure does not occur. Poor response

– Gap continues to widen—no change in rate of growth.


Decision Protocols

TIER 2: Secondary Prevention- Validated or researched-based tutoring- PM to assess responsiveness

RESPONSIVE

UNRESPONSIVE

AT RISK

TIER 3: Tertiary Prevention- PM to set goals- PM to formulate individualized programs- PM to assess responsiveness

RESPONSIVE

UNRESPONSIVE

TIER 1: Primary Prevention- General education setting- Research-based instruction- Screening to identify students suspected to be at risk- PM to (dis)confirm risk status


Activity

How long will students remain in Tier 2 before returning to Tier 1, or moving to Tier 3?

How long will students remain in Tier 3 before returning to Tier 1 or Tier 2, or before a recommendation for special-education placement?

What growth metrics (how much is enough?) will be used to make the decisions above?

Who will make these decisions?– Collaborative teams?– Student study teams?– IEP teams?


Examining the Models


ElementaryModel PRTI


R. H. Dana


R.H. Dana


R. H. Dana




Example of TLC Structure

ABC Elementary School has:– 120 1st-grade students– 4 1st-grade teachersStudent–teacher ratio is 30:1.

Now, add the following staff:– 1 teacher for special day class– 1 Instructional aide for SDC– 1 resource teacher– 2 instructional aides for RSP– 2 Title 1-funded instructional aidesStudent–teacher ratio is 11:1.

Language arts block

50 minutes

2 hours

Scaffolding is only part of language arts instruction.

TLC Scaffolded Instruction

Group 4 (On track)

30 children, 2 teachers–aides

15:1 ratio

Group 5 (Advanced)35 children,1 teacher

35:1 ratio

Group 2

(Intensive)20 children, 3 teachers

7:1 ratio

Group 2

(Intensive)20 children, 3 teachers

7:1 ratio

Group 1

(Most intensive)10 children, 3 teachers–aides3:1 ratio

Group 3 (Less intensive)25 children,

2 teachers–aides12:1 ratio

Group 3 (Less intensive)25 children,

2 teachers–aides12:1 ratio


TLC in Action


TLC in Action

Specialists work across all grade levels during their TLC block.


TLC in Action

Lowest student-teacher ratios are provided for neediest students.


Scaffolded Instruction


SecondaryModel PRTI


Tier 1:Core Program


Pioneer Core Program

• All classes meet or exceed state standards.• Schoolwide and team SMART goals• Identified essential standards for every course• Universal screening in reading, writing and math• Common assessments for all essential standards• Universal access to electives• Leveled reading groups


Pioneer Core Program

Open tutorial period (Tues./Thurs.) Lunch or after-school homework help Quarterly student goal setting 6th-grade mentor program 6th-grade study skills class Late bus Online grade access Career exploration (dream plan)


Identifying and

Placing Students


Student Identification

Universal screening in reading, writing, and math

Teacher recommendation (including feeder elementary schools)

Grades every 3 weeks Common assessment data



BEWARE

Grades don’t always measure learning. State assessments Rigid placement systems


Tier 2:Supplemental Interventions

Base-Plus


Pioneer Supplemental Program

Mandatory tutorial Mandatory homework help Escorted homework help Parent-contact or progress report Fall and spring at-risk conferences One-on-one mentor New student buddies


Pioneer Supplemental Program

Double-block math Newcomer ELD AVID Sheltered classes Teacher change Zero-period P.E. Honors and accelerated classes


Progress Monitoring and Decision Protocols

Every 3 weeks Teacher recommendation (grades) Common assessment data District benchmark testing Universal screening again at semester


Tier 3:Intensive Interventions



Intervention team meeting Student study team Parent conference Common assessment data


Pioneer Intensive Program

Intensive core support Intensive math support Intensive responsibility support Intensive reading instruction Mandatory tutorial Mandatory homework help Student contracts



Pyramid of InterventionsAdlai Stevenson High School

Tier 1 Counselor watch Summer program Good friend Freshman mentor program Progress report Student support team


Pyramid of InterventionsAdlai Stevenson High School

Tier 2 Mandatory tutoring Weekly progress report Guided study Mentor program Student support groups Case-study evaluation


One Creative Schedule


Collaborative Learning

Describe your school’s pyramid. How does it work (push in, pull out,

after school)? What is working? What are your greatest challenges?


Where do we start?


1. Focus on one essential standard.

2. Start by focusing on intentional non-learners.

Two Options to Consider While Building the Foundation


Thank You!
