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