d.r.e.a.m discovering the reality of educating all minds may 1-2, 2013 presents texas educational...

D.R.E.A.MDiscovering the Reality

of Educating All Minds

May 1-2, 2013

presents

Texas Educational SolutionsTexas Educational Solutions

RtI: What Schools Dream for…What Schools Need

Andrea Ogonosky, Ph.D.

Success

Interventions

Consensus

RtI Is not simply implementing a different

type of problem solving. It also involves

giving up certain beliefs in favor of others.

Systems will need to change….

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Administrators

Single most driving power to intervention and assessment: student achievement.

Get our students to grade level success …. ….. the most powerful tool is going to be assessment linked to instruction/intervention.

Teachers

Want to fix the problem TODAY so they can keep up the pace of the curriculum.

If not today by the end of the week.Use tools that are easy to implement and can provide a direct connection to instruction

Parents

Reminder

• RtI is a PROCESS for problem solving the delivery of instruction and support in a manner that enables the struggling learner access to the curriculum.

• It is NOT a journey of documentation on the road to Special Education . . .

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Arne Duncan, 2010

“We have the opportunity to completely reform our nation’s schools. We’re not talking about tinkering around the edges here. We’re talking about a fundamental re-thinking of how our schools function and placing a focus on teaching and learning like never before.”

Build the dream (3 Points)

1. Foundations1. Laws2. Process

2. Format1. District support: Data collection2. District support: Resources –Ease of Implementation

3. Fidelity1. Staff Understanding2. Staff Development

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From NCLB:“…holding schools, local education agencies, and States

accountable for improving the academic achievement of all students…” and “…promoting schoolwide reform and ensuring the access of all children to effective, scientifically-based instructional strategies…” [PL 107-110 §1001(4) and (9)]

From IDEA:“…to improve the academic achievement and functional

performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible.” [20 U.S.C. 1400(c)(5)(E)]

Successful District RtI Plan• Led by general education, supported by special

education• Infrastructure for a 3 tiered model• Effective collection and use of data• Technology to manage and document data-based

decision making • Professional development aligned to district process

Results in Improved Academic and Behavior Outcomes for All Students

RtI: Problem Solving Assessment

80%

15%

5%

Interventions

Universal ScreeningProgress Monitoring

Progress MonitoringDiagnostics

Progress MonitoringDiagnostics

Grade LevelInstruction/ Support

Student Instructional LevelSupplemental Interventions90 min per week additional

Student Instructional LevelSupplemental Interventions120 min per week additional

Tier 1: Core Instruction /Universal Interventions

ACADEMICQuality core instruction and strategies

Differentiated InstructionEmbedded Interventions

Universal Screening: Academic Continuous progress monitoring of grade level success

Example: Tier 1: Intervention

MVRCCovers all areas of Developmental ReadingAcquisition

Ease of Use: No additional Staff NeededStudents are motivated!! Use in Labs, Tutorials

Tier 2:Targeted Interventions

ACADEMICStrategic and supplemental

Standard protocol / evidence-basedSmall group (5:1)

Rubric for decision making: decision rules, aim-line/goals, guidelines for increasing /decreasing support or changing intervention.

Focused continuous progress monitoring that increases with intensity of instruction and intervention.

Tier 3:Intensive Interventions

ACADEMICIncreased strategic and supplemental

Group size decreased (3:1)

Rubric for decision making: decision rules, aim-line goals, guidelines for increasing /decreasing support or changing intervention.

Focused continuous progress monitoring that increases with intensity of instruction and intervention.

Pattern of inadequate responses may lead to refer for Section 504 or Special Education.

Example: Tier 2 & 3: Intervention Alignment

MVRCDiagnostic and branches to student needs; ease of goal settingEase of Use: No additional Staff Needed:Students are motivated!! Use in supplemental intervention

Lessons Learned: RtI & Technology

• Online learning• Summer trainings• After school trainings ‐• Credit Recovery• Grade level team meetings (easy access to data

bases)• Coaching: Using the expertise within to support

teachers

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Problem Solving Process

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Essential Component of RtI: Problem-Solving Method

What is the problem?

Why is ithappening?

What should be done about it?

Did it work?

Team Responsibility

The purpose of the problem-solving process is to develop academic and behavior intervention strategies that have a high probability of success

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“Everybody is entitled to their own opinion but they’re not entitled to their own facts. The data is the data.”

Dr. Maria Spiropulu, Physicist

New York Times, 30 September 2003

Balancing Assessments

-- Assessment systems-- Multiple measures-- Varied types -- Varied purposes-- Varied data sets-- Balanced with needs

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RtI Rate of Improvement

Responsiveness to intervention is defined as the rate of improvement, or a progress slope, that is or is not sufficient for the student to become proficient with grade level standards without more interventions.

Linking Assessment: Type, Need, & Purpose

TYPE

• Data used to immediately inform instruction

• Data used to establish a starting point and/or monitor progress:

• Data used to evaluate cumulative learning

PURPOSE

To plan learning prior to instruction

To support learning during instruction

To monitor learning between instruction

To verify learning after instruction

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DATA NEED

Formative

Progress Monitor

Summative

Clarifying

Accommodations are supports or services provided to help a student access the general curriculum provided.Adaptations are changes made to the content and performance expectations for studentsInterventions require direct instruction and data collection for the area of concern

InterventionsResearched Based Reading, Math Writing

strategies and techniquesTeaching student how to initiate peer interactionInstructing in following directionsTeaching strategies for sentence writingTeaching strategies for test takingProviding positive reinforcement for corrective

behaviorFocused Tutorials (instructional level of student)

Interventions Are NOTAccommodationsAdaptations Interagency referralsReferral to Special education Assessments, evaluations, screenings Classroom observationsAdvice or consultationsAssisting with instructional methods and

materialsPlaces

It is vitally important that there is an understanding that there is continued

discussion and consultation between the teacher, the team, and the

interventionist(s).

Critical Components

• Support for Intervention Integrity• Documentation of Intervention

Implementation• Intervention and Eligibility decisions and

outcomes cannot be supported in an RtI model without these two critical components

Lessons Learned: Making it Happen!

• Take it slow–it’s better for the staff.• Use capacity within your current technology system

and staff to support this process.• Use your “experts”! Start with District RtI Committee• Overall: Teamwork and collaboration to “Get it

done!”

Keeping the dream a dream

Focus on the dataFocus on the interventions

But most of all focus on the student . . .“What is this child’s RESPONSE TO

INTERENTION?”

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Tips for Continued Improvement

1. Make sure the system of intervention is fluid.

2. Systems of intervention work better when they are supporting teams rather than individual teachers.

3. Realize that no support system will compensate for inadequate teaching.

4. Ensure a common understanding of “system of interventions.”

• Purpose is to develop instruction and intervention

• Never use documentation (or lack of) for delaying a special education evaluation when there is strong evidence of a suspected disability.

• Keep it simple . . . use naturally occurring data to drive RtI problem solving

• Focus documentation on converging multiple sources of data.

• Consistency is key.• Have a rubric for teams to follow

RtI Documentation . . . 12 Tips

• Train on data collection.• Develop user friendly forms.• Keep problem solving within the domain of

general education• Use evidenced based practices tied to the

documentation.• Do not forget the importance of documenting

Academic Engagement Time• Fidelity, fidelity, fidelity – remember if it isn’t

documented. . .then it did not happen!

RtI Documentation . . . 12 Tips

Tips for Success

1. Make sure the system of intervention is fluid.

2. Systems of intervention work better when they are supporting teams rather than individual teachers.

3. Realize that no support system will compensate for inadequate teaching.

4. Ensure a common understanding of “system of interventions.”

Questions

Victoria ISD• www.visd.com

Example

• VISD curriculum document

ANDREA OGONOSKY

(832) 656-0398aogonosky@msn.comwww.facebook.com/pages/Academic-Behavior-Interventions/184751798229934