IMPLEMENTING DATA ANALYSIS IN RTI USING A FOUR QUESTION MODEL Project ABRI Training. Support. Success. This session will introduce educators to effective steps needed within a data driven decision making model appropriate for RTI. Specific examples will be given using a four question model helpful when identifying and intervening with struggling students. Specific data types vital to the RTI process will also be discussed. 1
ABRI Process Project ABRI 2009 RtI: 3-Tiered Model ~5% Tertiary Prevention: specialized & individualized strategies for students with continued failure ~15% Secondary Prevention: supplementary strategies for students who do not respond to primary Primary Prevention: school-wide or class-wide systems for all students and staff ~80% of Students 2
Components of A Strong RtI Model Incorporates a regular screening process Includes evidenced based practices Instructs with preventative methodology Integrates progress monitoring Uses diagnostic assessment to align intervention Key Steps of Multi-Tiered Models What are the predictable failures? 1 What can we do to prevent failure? 2 3 How will we maintain consistency? How will we know if it s working? 4 Scott, 2009 3
Repetition within a Multi-tiered Model 1 What are the predictable failures? 2 What can we do to prevent failure? 3 How will we maintain consistency? 4 How will we know if it s working? 1 What are the predictable failures? 2 What can we do to prevent failure? 3 How will we maintain consistency? 4 How will we know if it s working? 1 What are the predictable failures? 2 What can we do to prevent failure? 3 How will we maintain consistency? 4 How will we know if it s working? Scott, 2009 Identification of Students Based on Assessment Academic 1: Basic instruction critical to academic success 2: Develop intervention to address the specific academic areas identified 3: Implementation with fidelity 4: Student response to the intervention plan Behavioral 1: Basic rules critical to behavioral success 2: Develop basic routines and arrangements addressing behaviors 3: Implementation ti with fidelity 4: Student response to the intervention plan 4
Specific Academic Intervention Mathematics Reading 1: Mathematics instruction critical to academic success 2: Aligned mathematics intervention (conceptual understanding, fluency building, mathematics content) 3: Implementation (frequency, duration, training/instruction) 4: Assessment to determine response to the intervention (progress monitoring, achievement in mathematics) 1: Reading instruction critical to academic success 2: Aligned reading intervention (specific to the area of reading, reading for content understanding) 3: Implementation (frequency, duration, training/instruction) 4: Assessment to determine response to the intervention (progress monitoring, achievement in reading) What are the predictable failures? Who are these student? What are typical failures? When do these failures occur? Where do these failures occur? Data available for decision making. Office discipline referrals Collection of specific behavioral information Behavior 5
Elementary: Who are the students? October Behavior by Grade Levels 14% 7% 12% 7% 35% K 1 2 3 4 5 6 18% 7% High School Behavior Events by Grade Level 120 August to 113 November 2009 100 80 umber of Events Nu 60 40 52 20 17 17 0 9th 10th 11th 12th Grade Level 6
Elementary: Who are these students? Referrals by Gender-October 2010 23% m f 77% Elementary: Typical behavioral failures Events-October 2010 Other Uncooperative Throwing Objects Stealing Possession of weapon/knife Pushing Inappropriate Behavior Horseplay Disturbing Class Destruction of Property Defiance/Disrespect Cheating Bus Bullying 0 2 4 6 8 10 12 7
Time and Resource 800 Discipline Referrals 726 700 600 Number of Events 500 400 300 288 287 461 367 496 268 200 160 205 207 100 0 Aug Sept Oct Nov Dec Jan Feb Mar Apr May Month Elementary: What are consequences? Resolutions-October 2010 5% 2% 5% 2% 21% Alternative Classroom Letter sent home Conference w/ student School Restitution Bus Suspension Out of School Suspension 65% 8
Elementary-Who? 16 Referrals by Student-September 2010 14 12 10 8 6 4 2 0 High School Referrals by Student 20 Referrals by Student-Fall, 2010 18 16 14 12 10 8 6 4 2 0 9
What can we do to prevent failures? What should be targeted? What is a logical intervention? What is a realistic intervention? Considerations Instruction Consistency Behavior Plan for Behavioral Intervention Topic Areas Historical Perspective Current Intervention Status (Data) Action Plan Meeting Notes Behavior Inconsistent Collect and Behavior Plan for responses to analyze data incidence chart dissemination to behavior School wide CARDS: school teachers by Volume of approach to wide behavior xx/xx/xx. discipline events positive intervention Plan for teacher Time away from behavior Hierarchy of training by instruction intervention, interventions xx/xx/xx. Lack of clear Training in pbs, chart Plan for behavioral Develop a dissemination to rules/expectatio hierarchy of students by ns in school interventions, Develop a school wide plan for xx/xx/xx. Poster displayed throughout building by xx/xx/xx. 10
How will we maintain consistency? Are teachers implementing the intervention? Are teachers responding consistently to student behaviors? How are teacher questions addressed? Faculty Involvement Staff involvement Walkthroughs Behavior How will we know if it is working? Assess intervention response Compare results How are teacher questions addressed? Office discipline referrals Faculty/staff response Walkthrough results Posting of data in readily accessible areas Behavior 11
Assessment Examples Walkthroughs Administrative observations Assessment/Observation Formal Assessment Checklist creation Log Time schedule Software programs Response to Intervention plan August Behavior Events Middle/High School 58 60 50 Number of Events N 40 30 20 29 10 0 August 2009 August 2010 Month 12
What are the predictable failures? Who are the students? What are typical failures? When do the failures occur? Where do the failures occur? Data available for decision making. Screening results Assessment results Course Failures Academic Mathematics and English Courses % of Failures in High School Math and English Courses Alg I 13% Other 44% Alg II 7% Geom 13% Eng IV 2% Eng III 2% Eng II 6% Eng I 13% N=354 13
Grade 8 Reading/Language Arts n=48 90 80 70 Percent of Student Scores 60 50 40 30 Crit Eval Structure Writ Conv 20 10 0 Novice Apprentice Proficient Distinguished Score Range Project ABRI 2009 Grade 8 Mathematics n=50 60 50 Percent of Student Scores 40 30 20 Novice Apprentice Proficient Distinguished 10 0 Number Comp Geom Measure Prob Statistics Algebraic Concepts Mathematics Content Area Project ABRI 2009 14
Grade 10 Mathematics Results 50 45 40 Percentage of Students n=55 35 30 25 20 15 Novice Apprentice Proficient Distinguished 10 5 0 Number Comp Geom Measure Prob Statistics Algebraic Concepts Mathematics Content Area Project ABRI 2009 What can we do to prevent failure? What should be targeted? What is a logical intervention? What is a realistic intervention? Considerations Instruction Consistency Resources Academic 15
High School: Academic Intervention Plan Academic Student achievement scores Student achievement toward graduation Course failures (English and Math) Course Failures (all courses) Creation of additional courses Team meeting discussion of student progress Scheduling of students Creation of additional math class mid year for more options Number of student failures chart Credit recovery (number of students involved) End of the year recovery plan Student mentoring program (number of students involved) Parent contact for students with course failures Review student failures numbers Identify and place for credit recovery as appropriate Develop a plan for end of year recovery Considerations for summer school Celebrate student academic accomplishment s with xxx Other Interventions from ABRI Schools In-school dedicated academic intervention in Mathematics and English After-school targeted instruction addressing results of diagnostic assessments Courses designated to address student needs Protocol based intervention Problem solving approach to intervention Dedicated resources to instructional intervention 16
How will we maintain consistency? Are teachers implementing the intervention? Are teachers responding consistently to student learning? How are teacher questions addressed? Faculty Involvement Staff involvement Walkthroughs Academic Sample Data Collection Form XXX Middle School Intervention Content Area: Program Descriptor: Shdl Schedule: Day: M T W Th F AM PM Time: to Location: Progress Measurement Plan: Student Name Date of Intervention Lessons Addressed Notes/Outcome * Attach progress measurement documentation. 17
How will we know if it is working? Assess intervention response Compare results How are teacher questions addressed? --- Student progress Academic Elementary-Mathematics Response to Intervention Second Grade Students (Mathematics) 33 Students Fall Benchmark = 10 5/33 met Fall Benchmark 15% Intervention 28 student did not achieve benchmark score Computation Practice One day per week 5/28 Probe 10 4/5 met benchmark 80% 2 days per week 4/28 Probe 10 4/4 met benchmark 100% Great Leaps Math 2 days per week 4/28 Pro be 10 4/4 met benchmark 100% 3 days per week 7/28 Probe 10 6/7 met benchmark 86% Both computation practice and Great Leaps Math 3 days of intervention 2/28 Probe 10 2/2 met benchmark 100% 4 days of intervention 5/28 Probe 10 4/5 met benchmark 80% 5 days of intervention 2/28 Probe 10 2/2 met benchmark 100% Students below Fall benchmark Probe 10 2/33 6% (Note: 1/2 not involved in intervention 50%) 18
Four Question Model The four question model is a process used to identify, intervene and determine responses to academic and behavioral interventions. 1 What are the predictable failures? 2 What can we do to prevent failure? 3 How will we maintain consistency? How will we know if it s working? 4 19