Tools and. Response to Intervention RTI: Monitoring Student Progress Identifying and Using Screeners,

Transcription

1 RTI: Monitoring Student Progress Identifying and Using Screeners, Progress Monitoring Tools and Classroom Data Jim Wright

2 Workshop Agenda Response to Intervention Writing Clear, Specific Student t Academic & Behavioral Problem Identification Statements Structuring Intervention Data Collection to Include Baseline, Goal, Regular Progress- Monitoring Review of Classroom-Friendly Methods of Progress-Monitoring Planning Your School s or District s Next Steps in Using Screening and Progress-Monitoring g Tools

3 Educational Decisions and Corresponding Types of Assessment SCREENING/BENCHMARKING DECISIONS: Tier 1: Brief screenings to quickly indicate whether students in the general- education population are academically proficient or at risk. PROGRESS-MONITORING DECISIONS: At Tiers 1, 2, and 3, ongoing formative assessments to judge whether students on intervention are making adequate progress. INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any Tier, detailed assessment to map out specific academic deficits, discover the root cause(s) of a student s academic problem. OUTCOME DECISIONS: Summative assessment (e.g., state tests) to evaluate the effectiveness of a program. Source: Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York: Guilford Press. 3

4 Tier 1: The Key Role of Classroom Teachers in RTI Jim Wright org

5 RTI Pyramid of Interventions Tier 3 Tier 2 Response to Intervention Tier 3: Intensive interventions. Students who are nonresponders to Tiers 1 & 2 are referred to the RTI Team for more intensive interventions. Tier 2 Individualized interventions. Subset of students receive interventions targeting specific needs. Tier 1 Tier 1: Universal interventions. Available to all students in a classroom or school. Can consist of whole-group or individual strategies or supports. 5

6 Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from p

7 Tier 1 Core Instruction Tier I core instruction: Is universal available to all students. Can be delivered within classrooms or throughout the school. Is an ongoing process of developing strong classroom instructional practices to reach the largest number of struggling learners. All children have access to Tier 1 instruction/interventions. Teachers have the capability to use those strategies without requiring outside assistance. Tier 1 instruction encompasses: The school s core curriculum. All published or teacher-made materials used to deliver that curriculum. Teacher use of whole-group teaching & management strategies. Tier I instruction addresses this question: Are strong classroom instructional strategies sufficient to help the student to achieve academic success? 7

8 Tier 1 intervention: Response to Intervention Tier I (Classroom) Intervention Targets red flag students t who are not successful with core instruction alone. Uses evidence-based strategies to address student academic or behavioral concerns. Must be feasible to implement given the resources available in the classroom. Tier I intervention addresses the question: Does the student make adequate progress when the instructor uses specific academic or behavioral strategies matched to the presenting concern? 8

9 The Key Role of Classroom Teachers as Interventionists ti i t in RTI: 6 Steps 1. The teacher defines the student academic or behavioral problem clearly. 2. The teacher decides on the best explanation for why the problem is occurring. 3. The teacher selects evidence-based interventions. 4. The teacher documents the student s Tier 1 intervention plan. 5. The teacher monitors the student s s response (progress) to the intervention plan. 6. The teacher knows what the next steps are when a student fails to make adequate progress with Tier 1 interventions alone. 9

10 Interventions: Potential Fatal Flaws Any intervention must include 4 essential elements. The absence of any one of the elements would be considered a fatal flaw (Witt, VanDerHeyden & Gilbertson, 2004): 1. Clearly defined problem. The student s target concern is stated in specific, observable, measureable terms. This problem identification statement t t is the most important t step of the problem-solving model (Bergan, 1995), as a clearly defined problem allows the teacher or RTI Team to select a well-matched intervention to address it. 2. Baseline data. The teacher or RTI Team measures the student s academic skills in the target concern (e.g., reading fluency, math computation) prior to beginning the intervention. Baseline data becomes the point of comparison throughout the intervention to help the school to determine whether the intervention is effective. Source: Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33,

11 Interventions: Potential Fatal Flaws (Cont.) 3. Performance goal. The teacher or RTI Team sets a specific, data-based goal for student improvement during the intervention and a checkpoint date by which the goal should be attained. 4. Progress-monitoring plan. The teacher or RTI Team collects student data regularly to determine whether the student is ontrack to reach the performance goal. Source: Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33,

12 Defining Student Problem Behaviors: A Key to Identifying Effective Interventions Jim Wright

13 Create a Problem Behavior ID Statement At your tables: Discuss students td t whose behaviors bh pose a challenge hll in your classroom or school. Select one of those students t discussed. d For that student, write down a problem identification statement that describes the problem behavior. 13

14 Defining Problem Student Behaviors 1. Dfi Define the problem behavior bh in clear, observable, bl measurable terms (Batsche et al., 2008; Upah, 2008). Write a clear description of the problem behavior. Avoid vague problem identification statements such as The student t is disruptive. A well-written problem definition should include three parts: Conditions. The condition(s) under which the problem is likely to occur Problem Description. A specific description of the problem behavior Contextual information. Information about the frequency, intensity, duration, or other dimension(s) of the behavior that provide a context t for estimating the degree to which h the behavior presents a problem in the setting(s) in which it occurs. 14

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16 Defining Student Problem Behaviors: Team Activity i Five Steps in Understanding & Addressing Problem Behaviors: 1. Define the problem behavior in clear, observable, bl measurable terms. 2. Develop examples and non- examples of the problem behavior. 3. Wi Write a behavior hypothesis h statement. 4. Select a replacement behavior. 5. Write a prediction statement. Using the student selected by your team: Step 1: Define the problem behavior in clear, observable, measurable terms. 16

17 Defining Problem Student Behaviors 2. Develop examples and non-examples of the problem behavior (Upah, 2008). Writing both examples and non- examples of the problem behavior helps to resolve uncertainty about when the student s conduct should be classified as a problem behavior. Examples should include the most frequent or typical instances of the student problem behavior. Nonexamples should include any behaviors that are acceptable conduct but might possibly be confused with the problem behavior. 17

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19 Defining Student Problem Behaviors: Team Activity i Five Steps in Understanding & Addressing Problem Behaviors: 1. Define the problem behavior in clear, observable, bl measurable terms. 2. Develop examples and non- examples of the problem behavior. 3. Wi Write a behavior hypothesis h statement. 4. Select a replacement behavior. 5. Write a prediction statement. Using the student selected by your team: Step 2: Develop examples and nonexamples of the problem behavior. 19

20 Defining Problem Student Behaviors 3. Write a behavior hypothesis statement (Batsche et al., 2008; Upah, 2008). The next step in problem-solving is to develop a hypothesis about why the student is engaging in an undesirable behavior or not engaging in a desired behavior. Teachers can gain information to develop a hypothesis through direct observation, student interview, review of student work products, and other sources. The behavior hypothesis statement is important because (a) it can be tested, and (b) it provides guidance on the type(s) of interventions ti that t might benefit the student. t 20

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22 Defining Student Problem Behaviors: Team Activity i Using the student selected by your team: Step 3: Write a behavior hypothesis statement. Five Steps in Understanding & Addressing Problem Behaviors: 1. Define the problem behavior in clear, observable, bl measurable terms. 2. Develop examples and non- examples of the problem behavior. 3. Wi Write a behavior hypothesis h statement. 4. Select a replacement behavior. 5. Write a prediction statement. 22

23 Defining Problem Student Behaviors 4. Select a replacement behavior (Batsche et al., 2008). Behavioral interventions should be focused on increasing student skills and capacities, not simply on suppressing problem behaviors. By selecting a positive behavioral goal that is an appropriate replacement for the student s s original problem behavior, the teacher reframes the student concern in a manner that allows for more effective intervention planning. 23

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25 Defining Student Problem Behaviors: Team Activity i Using the student selected by your team: Step 4: Select a replacement behavior. Five Steps in Understanding & Addressing Problem Behaviors: 1. Define the problem behavior in clear, observable, bl measurable terms. 2. Develop examples and non- examples of the problem behavior. 3. Wi Write a behavior hypothesis h statement. 4. Select a replacement behavior. 5. Write a prediction statement. 25

26 Defining Problem Student Behaviors 5. Write a prediction statement (Batsche et al., 2008; Upah, 2008). The prediction statement proposes a strategy (intervention) that is predicted to improve the problem behavior. The importance of the prediction statement is that it spells out specifically the expected outcome if the strategy is successful. The formula for writing a prediction statement is to state that if the proposed strategy ( Specific Action ) is adopted, then the rate of problem behavior is expected to decrease or increase in the desired direction. 26

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28 Defining Student Problem Behaviors: Team Activity i Using the student selected by your team: Step 5: Write a prediction statement. Five Steps in Understanding & Addressing Problem Behaviors: 1. Define the problem behavior in clear, observable, bl measurable terms. 2. Develop examples and non- examples of the problem behavior. 3. Wi Write a behavior hypothesis h statement. 4. Select a replacement behavior. 5. Write a prediction statement. 28

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30 Team Activity: Planning for Next Steps At your tables: Consider the 5-step framework that was just reviewed for identifying student behavior problems. Create the first steps of a plan to share this framework with teachers in your school to help them to better solve student problems. 30

31 Defining Academic Problems: Get It Right and Interventions Are More Likely to Be Effective Jim Wright

32 Defining Academic Problems: Recommended Steps 1. Be knowledgeable of the school academic curriculum and key student academic skills that are taught. The teacher should have a good survey-level knowledge of the key academic skills outlined in the school s curriculum for the grade level l of their classroom as well as earlier grade levels. l If the curriculum alone is not adequate for describing a student s academic deficit, the instructor can make use of research-based definitions or complete a task analysis to further define the academic problem area. Here are guidelines for consulting curriculum and research-based definitions and for conducting a task analysis for more global skills. 32

33 Defining Academic Problems: Recommended Steps Curriculum. The teacher can review the school s curriculum and related documents (e.g., score-and-sequence sequence charts; curriculum maps) to select specific academic skill or performance goals. First, determine the approximate grade or level in the curriculum that matches the student s skills. Then, review the curriculum at that t alternate t grade level l to find appropriate descriptions of the student s relevant academic deficit. For example, a second-grade student had limited phonemic awareness. The student was not able accurately to deconstruct a spoken word into its component sound-units units, or phonemes. In the school s s curriculum, children were expected to attain proficiency in phonemic awareness by the close of grade 1. The teacher went off level to review the grade 1 curriculum and found a specific description of phonemic awareness that she could use as a starting point in defining the student s skill deficit. 33

34 Defining Academic Problems: Recommended Steps Research-Based Skill Definitions. Even when a school s curriculum identifies key skills, schools may find it useful to corroborate or elaborate those skill definitions by reviewing alternative definitions published in research journals or other trusted sources. For example, a student had delays in solving quadratic equations. The math instructor found that the school s math curriculum did not provide a detailed description of the skills required to successfully complete quadratic equations. So the teacher reviewed the National Mathematics Advisory Panel report (Fennell et al., 2008) and found a detailed description of component skills for solving quadratic equations. By combining the skill definitions from the school curriculum with the more detailed descriptions taken from the research-based document, the teacher could better pinpoint the student s academic deficit in specific terms. 34

35 Defining Academic Problems: Recommended Steps Task Analysis. Students may possess deficits in more global academic enabling skills that are essential for academic success. Teachers can complete an task analysis of the relevant skill by breaking it down into a checklist of constituent subskills. An instructor can use the resulting checklist to verify that the student can or cannot perform each of the subskills that make up the global academic enabling skill. For example, teachers at a middle school noted that t many of their students t seemed to have poor organization skills. Those instructors conducted a task analysis and determined that--in their classrooms--the essential subskills of student organization included (a) arriving to class on time; (b) bringing work materials to class; (c) following teacher directions in a timely manner; (d) knowing how to request teacher assistance when needed; and (e) having an uncluttered desk with only essential work materials. 35

36 Defining Academic Problems: Recommended Steps 2. Describe the academic problem in specific, skill-based terms (Batsche et al., 2008; Upah, 2008). Write a clear, brief description of the academic skill or performance deficit that focuses on a specific skill or performance area. Here are sample problem-identification statements: t t John reads aloud from grade-appropriate text much more slowly than his classmates. Ann lacks proficiency with multiplication math problems (double-digit times double-digit with no regrouping). Tye does not turn in homework assignments. Angela produces limited text on in-class writing assignments. 36

37 Defining Academic Problems: Recommended Steps 3. Develop a fuller description of the academic problem to provide a meaningful instructional context. When the teacher has described the student s s academic problem, the next step is to expand the problem definition to put it into a meaningful context. This expanded definition includes information about the conditions under which h the academic problem is observed and typical or expected level of performance. Conditions. Describe the environmental conditions or task demands in place when the academic problem is observed. Problem Description. Describe the actual observable academic behavior in which the student is engaged. Include rate, accuracy, or other quantitative information of student performance. Typical or Expected Level of Performance. Provide a typical or expected performance criterion for this skill or behavior. Typical or expected academic performance can be calculated using a variety of sources, 37

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39 Defining Academic Problems: Recommended Steps 4. Develop a hypothesis statement to explain the academic skill or performance problem. The hypothesis states the assumed reason(s) or cause(s) for the student s s academic problems. Once it has been developed, the hypothesis statement acts as a compass needle, pointing toward interventions that most logically address the student academic problems. 39

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41 Mthd Methods of Classroom Data Dt Collection Jim Wright

42 Classroom Data Collection Existing data. The teacher uses information already being collected in the classroom or school that is relevant to the identified d student t problem. Examples of existing data include: grades attendance/tardy records, office disciplinary referrals homework completion NOTE: Existing data is often not sufficient alone to monitor a student on intervention but can be a useful supplemental source of data on academic or behavioral performance. 42

43 Existing Data: Example Example: Mrs. Berman, a high-school social studies teacher, selected grades from weekly quizzes as one measure to determine if a study-skills intervention would help Rick, a student in her class. Prior to the intervention, the teacher computed the average of Rick s most recent 4 quiz grades. The baseline average quiz grade for Rick was 61. Mrs. Smith set an average quiz grade of 75 as the intervention goal. The teacher decided that at the intervention check-up in six weeks, she would average the most recent 2 weekly quiz grades to see if the student reached the goal. 43

44 Classroom Data Collection Global skill checklist. The teacher selects a global skill (e.g., homework completion; independent seatwork). The teacher then breaks the global l skill down into a checklist of component sub-skills--a process known as discrete categorization (Kazdin, 1989). An observer (e.g., teacher, another adult, or even the student) can then use the checklist to note whether a student successfully displays each of the sub-skills on a given day. Classroom teachers can use these checklists as convenient tools to assess whether a student t has the minimum i required range of academic enabling skills for classroom success. 44

45 Global Skills Checklist: Example Example: A middle school math instructor, Mr. Haverneck, was concerned that a student, Rodney, appears to have poor organization skills. Mr. Haverneck created a checklist of observable subskills that, in his opinion, i were part of the global l term organization skills: arriving to class on time; bringing work materials to class; following teacher directions in a timely manner; knowing how to request teacher assistance when needed; having an uncluttered desk with only essential work materials. Mr. Havernick monitored the student s compliance with elements of this organization -skills checklist across three days of math class. On average, Rodney successfully carried out only 2 of the 5 possible subskills (baseline). Mr. Havernick set the goal that by the last week of a 5-week intervention, the student would be found to use all five of the subskills on at least 4 out of 5 days. 45

46 Academic Enabler Observational Checklists: Measuring Students Ability to Manage Their Own Learning 46

47 Academic Enabler Skills: Why Are They Important? Student academic success requires more than content knowledge or mastery of a collection of cognitive strategies. t Academic accomplishment depends d also on a set of ancillary skills and attributes called academic enablers (DiPerna, 2006). Examples of academic enablers include: Study skills Homework completion Cooperative learning skills Organization Independent seatwork Source: DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43,

48 Academic Enabler Skills: Why Are They Important? (Cont.) Because academic enablers are often described as broad skill sets, however, they can be challenging to define in clear, specific, measureable terms. A useful method for defining a global academic enabling skill is to break it down into a checklist of component sub- skills--a process known as discrete categorization (Kazdin, 1989). An observer can then use the checklist to note whether a student successfully displays each of the sub-skills. Source: Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole. 48

49 Academic Enabler Skills: Why Are They Important? (Cont.) Observational checklists that define academic enabling skills have several uses in Response to Intervention: Classroom teachers can use these skills checklists as convenient tools to assess whether a student possesses the minimum starter set of academic enabling skills needed for classroom success. Teachers or tutors can share examples of academic-enabler skills checklists with students, training them in each of the sub-skills and encouraging them to use the checklists klit id independently d to tk take greater responsibility for their own learning. Teachers or other observers can use the academic enabler checklists periodically to monitor student progress during interventions--assessing formatively whether the student is using more of the sub-skills. skills Source: Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole. 49

50 Academic Enabler Skills: Sample Observational Checklists 50

51 Academic Enabler Skills: Sample Observational Checklists 51

52 Academic Enabler Skills: Sample Observational Checklists 52

53 Academic Enabler Skills: Sample Observational Checklists 53

54 Academic Enabler Skills: Sample Observational Checklists 54

55 Academic Enabler Skills: Sample Observational Checklists 55

56 Academic Enabler Skills: Sample Observational Checklists 56

57 Activity: Academic Enablers Observational Checklist At your tables: Review the Academic Enablers Observational Checklists. Discuss how your school might use the existing examples or use the general format to create your own observational checklists. 57

58 Classroom Data Collection Behavioral Frequency Count/Behavioral Rate. An observer (e.g., the teacher) watches a student s behavior and keeps a cumulative tally of the number of times that the behavior is observed during a given period. Behaviors that are best measured using frequency counts have clearly observable beginning and end points and are of relatively short duration. Examples include: student call-outs requests for teacher help during independent seatwork. raising one s hand to make a contribution to large-group discussion. Teachers can collect data on the frequency of observed student behaviors: (1) by keeping a cumulative mental tally of the behaviors; (2) by recording behaviors on paper (e.g., as tally marks) as they occur; or (3) using a golf counter or other simple mechanical device to record observed behaviors. 58

59 Behavioral Frequency Count/Behavioral Rate: Example Example: Ms. Stimson, a fourth-grade teacher, was concerned at the frequency that a student, Alice, frequently requested teacher assistance unnecessarily during independent seatwork. To address this concern, the teacher designed d an intervention ti in which h the student t would first try several steps on her own to resolve issues or answer her questions before seeking help from the instructor. Prior to starting the intervention, the teacher kept a behavioral frequency count across three days of the number of times that the student approached her desk for help during a daily 20-minute independent seatwork period (baseline). Ms. Stimson discovered that, on average, the student sought requested help 8 times per period (equivalent to 0.4 requests for help per minute). Ms. Stimson set as an intervention goal that, after 4 weeks of using her self-help strategies, the student s average rate of requesting help would drop to 1 time per independent seatwork period (equivalent to 0.05 requests for help per minute). 59

60 Classroom Data Collection Rating scales. A scale is developed with one or more items that a rater can use to complete a global rating of a behavior. Often the rating scale is completed at the conclusion of a fixed observation period (e.g., after each class period; at the end of the school day). NOTE: One widely used example of rating scales routinely used in classrooms is the daily behavior report (DBR). The teacher completes a 3- to 4-item rating scale each day evaluating various target student behaviors. A detailed description of DBRs appears on the next page, along with a sample DBR that assesses the student s interactions with peers, compliance with adult requests, work completion, and attention to task. 60

61 Monitoring Student Academic or General Behaviors: Daily Behavior Report Cards

62 Daily Behavior Report Cards (DBRCs) Are brief forms containing student behavior-rating items. The teacher typically rates the student daily (or even more frequently) on the DBRC. The results can be graphed to document student response to an intervention. 62

63 Daily Behavior Report Cards Can Monitor Hyperactivity y On-Task Behavior (Attention) Work Completion Organization Skills Compliance With Adult Requests Ability to Interact Appropriately p With Peers 63

64 Daily Behavior Report Jim Blalock May 5 Mrs. Williams Rm 108 Card: Daily Version

65 Daily Jim Blalock Mrs. Williams Rm 108 Behavior Report Card: Weekly Version

66 Daily Behavior Report Card: Chart

67 Rating Scales: Example Example: All of the teachers on a 7 th -grade instructional team decided to use a Daily Behavior Report to monitor classroom interventions for Brian, a student who presented challenges of inattention, incomplete work, and occasional non-compliance. They created a DBR with the following items: Brian focused his attention on teacher instructions, classroom lessons and assigned work. Brian completed and turned in his assigned class work on time. Brian spoke respectfully and complied with adult requests without argument or complaint. Each rating items was rated using a 1-9 scale: On average, Brian scored no higher h than 3 ( Never/Seldom range) on all rating items in all classrooms (baseline). The team set as an intervention goal that, by the end of a 6-week intervention to be used in all classrooms, Brian would be rated in the 7-9 range ( Most/All of the Time ) in all classrooms. 67

68 Activity: Daily Behavior Report Card At your tables: Discuss the Daily Behavior Report Card as a classroom monitoring tool. How could you use this tool directly or indirectly to measure aspect(s) of student academic concerns? 68

69 Classroom Data Collection Academic Skills: Cumulative Mastery Log. During academic interventions in which the student is presented with specific items such as math facts or spelling words, the instructor t can track the impact of the intervention by recording and dating mastered items in a cumulative log. To collect baseline information, the instructor reviews all items from the academic-item item set with the student, noting which items the student already knows. Then, throughout the intervention, the instructor logs and dates any additional items that the student masters. 69

70 Academic c Skills: Cumulative u Mastery Log: Example Example: Mrs. Ostrowski, a 1 st -grade teacher, decides to provide additional intervention support for Jonah, a student in her class who does not have fluent letter recognition skills. Before starting an intervention, she inventories and records Jonah s baseline skills noting that Jonah can fluently and accurately recognize 18 upper-case letters and 14 lower-case letters from the English alphabet. She sets as an intervention goal that Jonah will master all remaining ii items 8 upper-case and 12 lower-case ltt letters within four weeks. Mrs. Ostrowski then begins the daily intervention (incremental rehearsal of letters using flashcards). Whenever Jonah is able fluently and accurately to name a previously unknown letter, the teacher records and dates that item in her cumulative mastery log. 70

71 Classroom Data Collection Work Products. Student work products can be collected and evaluated to judge whether the student is incorporating information taught in the course, applying cognitive strategies t that they have been taught, or remediating academic delays. Examples of work products are math computation worksheets, journal entries, and written responses to end-of-chapter questions from the course textbook. Whenever teachers collect academic performance data on a student, t it is recommended d that t they also assess the performance of typical peers in the classroom. Work products can be assessed in several ways, depending on the identified student problem. 71

72 Work Products: Example Example: Mrs. Franchione, a social studies teacher, identified her eighthgrade student, Alexandria, as having difficulty with course content. The student was taught to use question generation as a strategy to better identify the main ideas in her course readings. Mrs. Franchione decided to assess Alexandria s student journal entries. Each week, Mrs. Franchione assigned students 5 key vocabulary terms and directed them to answer a social studies essay question while incorporating all 5 terms. She also selected 3 typical students to serve as peer comparisons.. Mrs. Franchione decided to assess Alexandria s journal entries according to the following criteria: Presence of weekly assigned vocabulary words in the student essay Unambiguous, correct use of each assigned vocabulary term in context Overall quality of the student essay on a scale of 1 (significantly below peers) to 4 (significantly above peers). 72

73 Work Products: Example (cont.) To oestablish s abase baselinee before beoestat starting gthe intervention, e to Mrs. Franchione used the above criteria to evaluate the two most recent journal entries from Alexandria s journal and averaged the results: 4 of assigned 5 vocabulary terms used; 2 used correctly in context; essay quality rating of 1.5. Peer comparison: all 5 assigned vocabulary terms used; 4 used correctly in context; average quality rating of 3.2. Mrs. Franchione set an intervention goal for Alexandria that by the end of the 5-week intervention period the student would regularly incorporate all five vocabulary terms into her weekly journal entries, that at least 4 of the five entries would be used correctly in context, and that the student would attain a quality rating score of 3.0 or better on the entries. 73

74 Activity: Work Products At your tables: Review the form for assessing work products. Discuss how your school might be able to use this existing form or modify it to standardize the collection and evaluation of student work products. 74

75 Classroom Data Collection Behavior Log. Behavior logs are narrative incident reports that the teacher records about problem student behaviors. The teacher makes a log entry each time that t a behavior is observed. An advantage of behavior logs is that they can provide information about the context within which a behavior occurs.(disciplinary office referrals are a specialized example of a behavior log.) g) Behavior logs are most useful for tracking problem behaviors that t are serious but do not occur frequently. 75

76 Behavior Log: Example Example: Mrs. Roland, a 6 th -grade Science teacher, had difficulty managing the behavior of a student, Bill. While Bill was often passively non-compliant, he would occasionally escalate, become loudly defiant and confrontational, and then be sent to the principal s office. Because Mrs. Roland did not fully understand what factors might be triggering these student outbursts, she began to keep a behavior log. She recorded instances when Bill s behavior would escalate to become confrontational. ti Mrs. Roland s behavior logs noted the date and time of each behavioral outburst, its duration and severity, what activity the class was engaged in when Bill s behavioral outburst occurred, and the disciplinary outcome. After three weeks, she had logged 4 behavioral incidents, establishing a baseline of about 1 incident every 3.75 instructional days. 76

77 Behavior Log: Example (cont.) Mrs. Roland hypothesized that Bill became confrontational to escape class activities that required him to read aloud within the hearing of his classmates. As an intervention plan, she changed class activities to eliminate public readings, matched Bill to a supportive class buddy, and also provided Bill with additional intervention in reading comprehension fix up skills. Mrs. Roland set as an intervention goal that within 4 weeks Bill s rate of serious confrontational ti outbursts t would drop to zero. 77

78 Classroom Data Collection Curriculum-Based Measurement. Curriculum-Based Measurement (CBM) is a family of brief, timed measures that t assess basic academic skills. CBMs have been developed to assess phonemic awareness, oral reading fluency, number sense, math computation, spelling, written expression and other skills. Among advantages of using CBM for classroom assessment are that these measures are quick and efficient to administer; align with the curriculum of most schools; have good technical adequacy as academic assessments; and use standard d procedures to prepare materials, administer, and score (Hosp, Hosp & Howell, 2007). 78

79 Description: Worksheet contains either single-skill or multiple-skill problems. Response to Intervention CBM Math Computation Administration: Can be administered to groups (e.g., whole class). Students have 2 minutes to complete worksheet. Scoring: Students get credit for each correct digit-a method that is more sensitive to shortterm student gain. 79

80 Curriculum-Based Measurement: Advantages as a Set of Tools to Monitor RTI/Academic Cases Aligns with curriculum-goals and materials Is reliable and valid (has technical adequacy ) Is criterion-referenced: sets specific performance levels for specific tasks Uses standard procedures to prepare materials, administer, and score Samples student performance to give objective, observable low- inference information about student t performance Has decision rules to help educators to interpret student data and make appropriate instructional decisions Is efficient to implement in schools (e.g., training can be done quickly; the measures are brief and feasible for classrooms, etc.) Provides data that can be converted into visual displays for ease of communication Source: Hosp, M.K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM. New York: Guilford. 80

81 Among other areas, CBM Techniques have been developed d to assess: Reading fluency Reading comprehension Math computation Writing Spelling Phonemic awareness skills Early math skills 81

82 Curriculum-Based Measurement: Example Example: Mr. Jackson, a 3 rd -grade teacher, decided to use explicit it time drills to help his student, t Andy, become more fluent in his multiplication math facts. Prior to starting the intervention, Mr. Jackson administered a CBM math computation probe (single-skill probe; multiplication facts from 0 to 12) on three consecutive days. Mr. Jackson used the median, or middle, score from these three assessments as baseline finding that the student was able to compute an average of 20 correct digits in two minutes. He also set a goal that Andy would increase his computation fluency on multiplication facts by 3 digits per week across the 5-week intervention, resulting in an intervention goal of 35 correct digits. 82

83 Combining Classroom Monitoring Methods Often, methods of classroom data collection and progress-monitoring can be combined to track a single student problem. Example: A teacher can use a rubric (checklist) to rate the quality of student work samples. Example: A teacher may keep a running tally (behavioral frequency count) of student callouts. At the same time, the student may be self-monitoring his rate of callouts on a Daily Behavior Report Card (rating scale). 83

84 Activity: Classroom Methods of Data Collection In your teams: Select Sl one of the Classroom Data Sources: methods of data collection discussed in Existing data this section of the workshop that you Global skill checklist are most interested in having your Behavioral frequency school adopt or improve. count/behavior rate Discuss how you might promote the Rating scales use of this data collection method, e.g., Academic skills: Creating assessment materials for Cumulative mastery log teachers Work products Arranging for teacher training Behavior log Having teachers pilot the method and Curriculum-based provide feedback on how to improve. measurement

85 Setting Up Effective Classroom Data Collection

86 The Structure of Data Collection Teachers can use a wide variety of methods to assess student academic performance or behavior. However, data collection should be structured to include these elements: baseline, the setting of a goal for improvement, and regular progressmonitoring. The structure of data collection can be thought of as a glass into which a wide variety of data can be poured. 86

87 Classroom Data Collection Methods: Examples Existing data Global l skill checklist Behavioral frequency count/behavior rate Rating scales Academic skills: Cumulative mastery log Work products Behavior log Curriculum-based measurement 87

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91 Baseline: Defining the Student Starting Point Baseline data provide the teacher with a snapshot of the student s s academic skills or behavior before the intervention begins. An estimate of baseline is essential in order to measure at the end of the intervention whether the student made significant progress. Three to five data-points are often recommended because student behavior can be variable from day to day. 91

92 Baseline: Using the Median Score If several data points are collected, the middle, or median, score can be used to estimate student performance. Selecting the median can be a good idea when student data is quite variable. 92

93 Baseline: Using the Mean Score If several data points are collected, an average, or mean, score can be calculated by adding up all baseline data and dividing idi by the number of data points =39 39 divided by 3=13 Mean =

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95 Intervention Timespan : How Long is Long Enough? Any intervention should be allowed sufficient time to demonstrate whether it is effective. The limitation on how quickly an intervention can be determined to be effective is usually the sensitivity of the measurement tools. As a rule, behavioral interventions tend to show effects more quickly than academic interventions because academic skills take time to increase, while behavioral change can be quite rapid. A good rule of thumb for classroom interventions it to allow 4-8 instructional weeks to judge the intervention.

96 Performance Goal The outcome goal for an intervention can be estimated in several ways: If there are research academic norms or local norms available (e.g., DIBELS), these can be useful to set a goal criterion. The teacher can screen a classroom to determine average performance. The teacher can select 3-4 typical students in the class, administer an academic measure (e.g., curriculum-based measurement writing) to calculate a micro-norm. The teacher can rely on expert opinion of what is a typical level of student performance.

97 End of Grade 1 SOURCE: Good et al. (2002) DIBELS administration and scoring guide

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100 Team Activity: Structuring Student Data Collection At your tables: Talk about ways that you routinely collect data in your classrooms. Discuss how you can use the structuring student data collection framework presented in this workshop for different kinds of classroom data. Be prepared to report out on your discussion

101 CBM: Developing a Process to Conduct School-Wide Screenings Jim Wright

102 Educational Decisions and Corresponding Types of Assessment SCREENING/BENCHMARKING DECISIONS: Tier 1: Brief screenings to quickly indicate whether students in the general- education population are academically proficient or at risk. PROGRESS-MONITORING DECISIONS: At Tiers 1, 2, and 3, ongoing formative assessments to judge whether students on intervention are making adequate progress. INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any Tier, detailed assessment to map out specific academic deficits, discover the root cause(s) of a student s academic problem. OUTCOME DECISIONS: Summative assessment (e.g., state tests) to evaluate the effectiveness of a program. Source: Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York: Guilford Press

103 RTI: Screening All Students (Stewart & Silberglit, 2008) Screening data in basic academic skills are collected at least 3 times per year (fall, winter, spring). Schools should consider using curriculum-linked measures such as Curriculum-Based Measurement that will show generalized student growth in response to learning. If possible, schools should consider avoiding curriculum- locked measures that are tied to a single commercial instructional program. Source: Stewart, L. H. & Silberglit, B. (2008). Best practices in developing academic local norms. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp ). Bethesda, MD: National Association of School Psychologists

104 Local Norms: Using a Wide Variety of Data (Stewart & Silberglit, 2008) Screening results can be compiled using: Fluency measures such as Curriculum-Based Measurement. Existing data, such as office disciplinary referrals. Computer-delivered assessments, e.g., Measures of Academic Progress (MAP) from Source: Stewart, L. H. & Silberglit, B. (2008). Best practices in developing academic local norms. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp ). Bethesda, MD: National Association of School Psychologists

105 School-Wide Screenings: Supplement With Additional Academic Testing as Needed d (Stewart & Silberglit, 2008) At the individual student level, local norm data are just the first step toward determining why a student may be experiencing academic difficulty. Because local norms are collected on brief indicators of core academic skills, other sources of information and additional testing using the local norm measures or other tests are needed to validate the problem and determine why the student is having difficulty. Percentage correct and rate information provide clues regarding automaticity and accuracy of skills. Error types, error patterns, and qualitative data provide clues about how a student approached the task. Patterns of strengths and weaknesses on subtests of an assessment can provide information about the concepts in which a student or group of students may need greater instructional support, provided these subtests are equated and reliable for these purposes. p p. 237 Source: Stewart, L. H. & Silberglit, B. (2008). Best practices in developing academic local norms. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp ). Bethesda, MD: National Association of School Psychologists

106 Steps in Conducting a Screening Using CBM Measures 1. Identify personnel to assist in collecting data. A range of staff and school stakeholders can assist in the school norming, including: Administrators Support staff (e.g., school psychologist, school social worker, specials teachers, paraprofessionals) Parents and adult volunteers Field placement students from graduate programs Source: Harn, B. (2000). Approaches and considerations of collecting schoolwide early literacy and reading performance data. University of Oregon: Retrieved from

107 Steps in Conducting a Screening Using CBM Measures 2. Determine method for screening data collection. The school can have teachers collect data in the classroom or designate a team to conduct the screening: In-Class: Teaching staff in the classroom collect the data over a calendar week. Schoolwide/Single Day: A trained team of 6-10 sets up a testing area, cycles students through, and collects all data in one school day. Schoolwide/Multiple Days: Trained team of 4-8 either goes to classrooms or creates a central testing location, completing the assessment over multiple days. Within-Grade: Data collectors at a grade level norm the entire grade, with students kept busy with another activity (e.g., video) when not being screened. Source: Harn, B. (2000). Approaches and considerations of collecting schoolwide early literacy and reading performance data. University of Oregon: Retrieved from

108 Steps in Conducting a Screening Using CBM Measures 3. Select dates for screening data collection. Data collection should occur at minimum three times per year in fall, winter, and spring. Consider: Avoiding screening dates within two weeks of a major student break (e.g., summer or winter break). Coordinate the screenings to avoid state testing periods and other major scheduling conflicts. Source: Harn, B. (2000). Approaches and considerations of collecting schoolwide early literacy and reading performance data. University of Oregon: Retrieved from

109 Steps in Conducting a Screening Using CBM Measures 4. Create Preparation Checklist. Important preparation steps are carried out, including: Selecting location of screening Recruiting screening personnel Ensure that training occurs for all data collectors Line up data-entry t personnel (e.g., for rapid computer data entry). Source: Harn, B. (2000). Approaches and considerations of collecting schoolwide early literacy and reading performance data. University of Oregon: Retrieved from

110 Defining Discrepant Academic Performance: Do We Use External Norms or Local Norms? External (Research or Benchmark) Norms: Used to compare the performance of a student or instructional program to objective external/research/national norms. External norms can help to answer these questions: Is the school s core program successful (comparison of local to research norms)? Is a child performing at a minimum level of competency in the academic skill to allow us to predict future success? What objective academic performance cut-off should be set to determine student entry into and exit from Tier 2 and 3 intervention programs? 110

111 Defining Discrepant Academic Performance: Do We Use External Norms or Local Norms? Local Norms: Rank-ordered d compilation of scores of students t within a particular grade level/school. Local norms are used to help answer these questions: What is the typical range of student ability in the grade level or school? How is a particular student performing relative to other children in the grade level or school? How much effort must a teacher exert to instruct this student relative to other students in the class? 111

112 Baylor Elementary School : Grade Norms: Correctly Read Words Per Min : Sample Size: 23 Students January Benchmarking Group Norms: Correctly Read Words Per Min: Book 4-1: Raw Data Group Norms: Converted to Box-Plot Billy=19 1 st Quartile=43 Median (2 nd Quartile)=71 3 rd Quartile=108 National Reading Norms: 112 CRW Per Min Source: Tindal, G., Hasbrouck, J., & Jones, C. (2005).Oral reading fluency: 90 years of measurement [Technical report #33]. Eugene, OR: University of Oregon. Low Value=31 Hi Value= Correctly Read Words-Book

113 School-Wide Screening: Middle and High School

114 Middle and High School: Debate About the Utility of Basic Academic Screening Tools At middle and high school, academic deficits are well established. at middle and high school, it no longer makes sense to allocate scarce resources to screening for the purpose of identifying students at risk for academic failure. It makes more sense to rely on teacher nomination or existing assessment data to identify students with manifest academic difficulties Source: Fuchs L. S., Fuchs, D., and Compton, D. L. (2010). Rethinking response to intervention at middle and high school. School Psychology Review, 39,

115 Universal Screening at Secondary Schools: Using Existing Data Proactively to Flag Signs of Disengagement Across interventions, a key component to promoting school completion is the systematic monitoring of all students for signs of disengagement, such as attendance and behavior problems, failing courses, off track in terms of credits earned toward graduation, problematic or few close relationships with peers and/or teachers, and then following up with those who are at risk. Source: Jimerson, S., Reschly, A.L., & Hess, R. (2008). Best practices in increasing the likelihood of school completion. In A. Thomas & J. Grimes (Eds). Best Practices in School Psychology - 5th Ed (pp ). Bethesda, MD: National Association of School Psychologists.. p

116 Mining Archival Data: What Are the Early Warning Flags of Student t Drop-Out? A sample of 13,000 students in Philadelphia were tracked for 8 years. These early warning indicators were found to predict student drop-out in the sixth-grade year: Failure in English Failure in math Missing at least 20% of school days Receiving i an unsatisfactory t behavior rating from at least one teacher Source: Balfanz, R., Herzog, L., MacIver, D. J. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle grades schools: Early identification and effective interventions. Educational Psychologist,42,

117 What is the Predictive Power of These Early Warning Flags? Number of Early Warning Flags in Student Record Probability That Student Would Graduate None 56% 1 36% 2 21% 3 13% 4 7% Source: Balfanz, R., Herzog, L., MacIver, D. J. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle grades schools: Early identification and effective interventions. Educational Psychologist,42,

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127 Team Activity: Creating a Screening Plan for Your School (Elementary Schools: p. 19; Secondary Schools: p. 29) Review the measures on the screening planning form in your packet. Have a discussion about what measures you might use in a screening program for your school. Who would be involved in developing such a screening plan? When would it start? 127

128 Creating a School-Wide Screening Plan: Recommendations for Elementary Schools 1. Select and fully implement literacy screenings at all appropriate grade levels before moving into math, writing, or other areas. Screenings should occur at least 3 times per year. 2. Select screening tools if possible that also have sufficient alternate forms to allow the same tools to be used to monitor student progress. 3. Consider piloting new screening tools (e.g., at single grade levels or in selected classrooms) before rolling out through all grade levels. 4. Establish a school-wide or grade-level Data Team (Tier 2) to review screening information and decide on appropriate interventions for at-risk students

129 Creating a School-Wide Screening Plan: Recommendations for Elementary Schools (Cont.) 5. Be sure to score all screenings and bring bi to the school-wide or grade-level Data Team in a timely manner

130 Creating a School-Wide Screening Plan: Recommendations for Secondary Schools 1. Create a plan to review at least quarterly existing data (e.g., grades, attendance, behavior) to identify students t at risk. 2. Analyze your student t demographics and academic performance and select academic screeners matched to those demographics. 3. Consider piloting new screening tools (e.g., at single grade levels or in selected classrooms) before rolling out through all grade levels

131 Creating a School-Wide Screening Plan: Recommendations for Secondary Schools (Cont.) 4. Etblih Establish a school-wide or grade-level l Data Team (Tier 2) to review screening information and decide on appropriate interventions for at-risk students. 5. Allow sufficient time (e.g., 3-5 years) to adopt and implement a full implementation plan

132 Creating a School-Wide Screening Plan: Recommendations for ALL Schools 1. Establish a district-level RTI Leadership Team to plan and implement all aspects of RTI, including selection of screening tools across grade levels. 2. Ensure that t any discussion i about grade- or school-or district-wide adoption of RTI screening tools includes general education and special education input. 3. When adopting a screening tool, inventory all formal assessments administered in your school. Discuss whether any EXISTING assessments can be made optional or dropped whenever new screening tools are being added

133 Creating a School-Wide Screening Plan: Recommendations for ALL Schools 4. If possible, use screening tools found by the National Center on RTI to have technical adequacy

134 Activity: Planning Your Next Steps At your tables: Appoint a recorder. Consider the information presented at today s workshop: Defining student academic and behavioral problems Teacher-friendly methods of classroom data collection Structuring data collection to include baseline, goal, progress-monitoring Selecting school-wide academic screening tools Decide on at least 2 key next steps that you or your team will undertake to implement strategies or use tools discussed at this training

135 Assessing Intervention Integrity Jim Wright

136 Why Assess Intervention Integrity? When a struggling student fails to respond adequately to a series of evidence-based interventions, that student is likely to face significant and potentially negative consequences, such as failing grades, long-term suspension from school, or even placement in special education. It is crucial, then, that the school monitor the integrity with which h educators implement each intervention ti plan so that t it can confidently rule out poor or limited intervention implementation of the intervention as a possible explanation for any student s non-response

137 Intervention Integrity Check: Direct Observation Intervention integrity is best assessed through direct observation (Roach & Elliott, 2008). The key steps of the intervention are defined and formatted as an observational checklist. An observer watches as the intervention is conducted and checks off on the checklist those steps that were correctly carried out. The observer then computes the percentage of steps correctly carried out

138 Limitations of Direct Observation as an Intervention Integrity Check Direct observations are time-consuming to conduct. Teachers who serve as interventionists may at least initially iti regard observations of their intervention ti implementation as evaluations of their job performance, rather than as a child-focused RTI quality check. An intervention-implementation checklist typically does not distinguish between--or differentially weight--those intervention steps that are more important from those that are less so. If two teachers implement the same 10- step intervention plan, for example, with one instructor omitting a critical step and the other omitting a fairly trivial step, both can still attain the same implementation score of steps correctly completed. Source: Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and practice of assessment and intervention (pp )

139 Yes/No Stepby-Step Intervention Check Each Step Marked Negotiable or Non- Negotiable Intervention Script Builder

140 Supplemental Methods to Collect Data About Intervention Integrity Teacher Self-Ratings: As a form of self-monitoring, directing interventionists to rate the integrity of their own interventions may prompt higher rates of compliance (e.g., Kazdin, 1989). However, because teacher selfratings tend to be upwardly biased (Gansle & Noell, 2007, p. 247), they should not be relied upon as the sole rating of intervention integrity. One suggestion for collecting regular teacher reports on intervention implementation ti in a convenient manner is to use Daily Behavior Reports (DBRs; Chafouleas, Riley-Tillman,, & Sugai, 2007). Sources: Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: Guilford Press. Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and practice of assessment and intervention (pp ). Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole

141 Teacher Intervention Integrity Self-Rating Intervention Contact Log 141

142 Supplemental Methods to Collect Data About Intervention Integrity Intervention Permanent Products: If an intervention plan naturally yyields permanent products (e.g., g, completed scoring sheets, lists of spelling words mastered, behavioral sticker charts), these products can be periodically collected and evaluated as another indicator of intervention integrity (Gansle & Noell, 2007). Source: Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and practice of assessment and intervention (pp ) 251)

143 Intervention Integrity: Verify Through a Mix of Information Sources Schools should consider monitoring intervention integrity through a mix of direct and indirect means, including direct observation and permanent products (Gansle & Noell, 2007), as well as interventionist self-ratings (Roach & Elliott, 2008). Source: Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and practice of assessment and intervention (pp ) 251). Roach, A. T., & Elliott, S. N. (2008). Best practices in facilitating and evaluating intervention integrity. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp )

144 Selecting Methods to Track Intervention Integrity 144

145 Selecting Methods to Track Intervention ti Integrity 145

146 Selecting Methods to Track Intervention ti Integrity 146

147 Selecting Methods to Track Intervention ti Integrity 147

148 Team Activity: Measuring Intervention Follow-Through At your table: Brainstorm ways that your RTI Team will use to measure intervention it ti integrity it it for math and writing interventions. What preparations are necessary to introduce these methods for measuring intervention follow-through to your faculty? 148

149 Tiers 1-3: Decision Points

150 Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from p

151 Tier 1: Grade-Level Team or Consultant Who consults on the student case?: Choice A: The teacher brings the student t to a gradelevel meeting to develop an intervention plan, check up on the plan in 4-8 weeks. Choice B: The teacher sits down with a consultant (selected from a roster or assigned to the classroom or grade level). Together, consultant and teacher develop an intervention, check up on the plan in 4-8 weeks

152 Tier 1: Grade-Level Team or Consultant What is the next step if the student is a non-responder?: Choice A: The student case is referred to a single clearinghouse person in the school (e.g., reading teacher, school psychologist, assistant principal) who can review the case and match the student to any appropriate Tier 2 services if available. If the student case is unique, it may be referred directly to the Tier 3 Problem-Solving Team. Choice B [Preferred]: The student case is referred to the school or grade-level Tier 2 Data Team. The Team places the student into appropriate Tier 2 services if available or may decide to refer directly to the Tier 3 Problem-Solving Team

153 Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from p

154 Tier 2: Data Team Who makes up the Data Team and what is its purpose?: The Data Team is a school-wide or grade-specific team that typically includes classroom teachers, a school administrator, i t and perhaps other participants. The Data Team reviews school-wide screening data (e.g., DIBELS NEXT, AimsWeb) three times per year to determine which students are at risk and require supplemental (Tier 2) intervention. The Team continues to meet (e.g., monthly) to review student progress and to move students out of, into or across Tier 2 groups depending on progress and classroom performance

155 Tier 2: Data Team Who makes up the Data Team and what is its purpose? (Cont): The Data Team can also take Tier 1 (classroom) referrals for struggling students who were not picked up in the academic screening(s) but are showing serious academic difficulties

156 Scheduling Elementary Tier 2 Interventions Option 3: Floating RTI :Gradewide Shared Schedule. Each grade has a scheduled RTI time across classrooms. No two grades share the same RTI time. Advantages are that outside providers can move from grade to grade providing push-in or pull-out services and that students can be grouped by need across different teachers within the grade. Anyplace Elementary School: RTI Daily Schedule Grade K Classroom 1 Classroom 2 Classroom 3 9:00-9:30 Grade 1 Grade 2 Grade 3 Grade 4 Classroom 1 Classroom 2 Classroom 3 Classroom 1 Classroom 2 Classroom 3 Classroom 1 Classroom 2 Classroom 3 Classroom 1 Classroom 2 Classroom 3 9:45-10:15 10:30-11:0011:00 12:30-1:00 1:15-1:45 Grade 5 Classroom 1 Classroom 2 Classroom 3 2:00-2:30 2:30 Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge

157 Tier 2: Data Team What is the next step if the student is a non-responder?: The Data Team refers the student to the Tier 3 RTI Problem- Solving Team if the student fails to make acceptable progress during at least one intervention trial

158 Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from p

159 Tier 3: RTI Problem-Solving Team How does a referral come in to the Problem-Solving Team?: Referral route A: The Tier 2 Data Team meets periodically to review student progress. If a student is found not to be making expected progress, he or she can then be referred on to the RTI Team. Referral route B: If the school lacks a standard treatment Tier 2 intervention for a student concern (e.g., behavior, math), the student may be referred directly from Tier 1 to Tier 3 via a teacher referral

160 Tier 3: RTI Problem-Solving Team Who consults on the student case?: The RTI Problem-Solving Sli Team is a multi-disciplinary ltidi i li team that consults with the teacher at the RTI Team Meeting. The school may also want to have other staff (e.g., school nurse, math title teacher) available to attend RTI Team meetings on an as-needed basis for specific student cases

161 Tier 3: RTI Problem-Solving Team What is the next step if the student is a non-responder?: The school district should adopt uniform decision rules that indicate when a student should be referred on to the Special Education Eligibility Team. Example: A district decided that across Tiers 2 and 3 a student should go through at least 3 separate interventions of 6-8 instructional weeks each before that student could be designated a non-responder and referred to Special Education

162 RTI Leadership Team: Setting a Course for Response to Intervention Jim Wright

163 What is the Purpose of the RTI Leadership team? The RTI Leadership Team guides the overall RTI process. The group meets periodically (e.g., monthly) on an ongoing basis to evaluate the RTI project, shape its future direction, determine what resources the project requires, and allocate those resources. The RTI Leadership Team also ensures that a standard RTI process is followed across individual schools

164 What is the Purpose of the RTI Leadership Team? The RTI Leadership Team has several functions: (1) to draft and update a district RTI implementation plan, (2) to keep all schools throughout the district in compliance with good RTI practices, and (3) to identify and make available to schools the resources required to implement RTI successfully. The RTI Leadership Team s duties include: Drafting a multi-year plan that will guide the district in the implementation of RTI while using existing resources. The team s RTI Plan should encompass a three-year rollout schedule. Supervising RTI implementation. The RTI Leadership Team oversees that RTI is implemented in a uniform manner throughout the school district. One caution: Be sure not to overlook dissident voices when select RTI Leadership Team members. Members who may have some reservations about RTI but also possess experience and knowledge that would be valuable to the team

165 Who Should Serve on the RTI Leadership Team? Your district i t should assemble a multi-disciplinary i li team to serve as your RTI Leadership Team. The team should include influential district administrators such as those who control resources (e.g., staff development funds; instructional budgets) or supervise staff (e.g., school psychologists, reading teachers) across the district that will participate in RTI. Additionally, the team should have representatives from school buildings to help the team to keep lines of communication open with its campuses. Finally, the membership on the team should be balanced to include representatives ti from important t stakeholder groups (e.g., building administrators, general education teachers, etc.)

166 Who Should RTI Leadership Team Meetings Be Organized? Team meetings should follow a fixed schedule, with a standard set of meeting agenda items regularly brought up for team discussion: Regularly scheduled meetings. The RTI Leadership Team should meet at least monthly. Standing meeting agenda. In addition to those topics brought up for discussion by team members, the RTI Leadership Team should establish a small set of standing agenda items eg e.g., school-wide literacy screenings, resources for classroom interventions, and update in state RTI guidelines and regulations. Subcommittees. If the RTI Leadership Team is so large that frequent meetings are difficult to schedule and unwieldy to run, consider dividing the team s work among subcommittees

167 How Can The RTI Leadership Team Find Resources to Support RTI? The great majority of school districts that implement RTI will do so largely by using their existing resources. The RTI Leadership Team can help the school district to adopt an RTI model by systematically inventorying district and building resources (personnel, instructional and assessment materials, staff development funds, etc.) that can be made available to support RTI

168 RTI Leadership Team Action Steps Determine the team s scope and responsibilities. At the district level, decide on what the scope, authority, and responsibilities of the RTI Leadership Team are to be. Be sure to confront potentially difficult questions such as Will the RTI Leadership Team s RTI recommendations be binding on individual schools or merely advisory? Review state guidelines that may impact your RTI Leadership Team. Review any relevant guidelines or regulations from your state department of education to determine whether the state offers guidance on the makeup and functioning of the RTI Leadership Team or content of an RTI district plan

169 RTI Leadership Team Action Steps Generate a recruitment list. Create a list of positions and/or personnel from school buildings and at the district level to be recruited for the RTI Leadership Team. Review the list to ensure that no important district department, school/ program, or stakeholder group has been overlooked. Schedule meetings. Create a schedule of RTI Leadership Team meetings for the full school year and ensure that those meeting dates are shared with all team members. Draft a standing meeting agenda. Select topics to be put onto a standing meeting agenda for the RTI Leadership Team. Set time aside occasionally at team meetings to discuss items should be removed from or added to the agenda. [Optional] Develop a list of subcommittees. Divide the duties of the full RTI Leadership Team into subcommittees. For each subcommittee, select a descriptive name, define its duties, and recruit members from the larger team

170 RTI Leadership Team Action Steps Conduct an inventory of RTI resources. As one of its first acts, the RTI Leadership Team should conduct a thorough inventory of resources available to support RTI at the district level and at each school. This inventory should be updated yearly

171 Ideas to Build Teacher Understanding and Support for RTI