rti: keeping it simple… jenn sheldon amy galicia
TRANSCRIPT
RtI: Keeping
It Simple…
Jenn Sheldon
Amy Galicia
Agreements
• Our Finest Hour
• One Fine Team
• Reflect
• Personal Needs
• Blast off!
RtI in PSD
Big Question
• RtI: How do we make connections, make it simple, and make it work?
Objectives
• What is the RtI framework and how do we make it simple?
• How do we connect all that we do in the RtI Framework?
• How do we effectively implement the Problem Solving Process?
• What are our next steps?
What is the RtI framework and how do we make it simple?
What is the RtI Framework?
Video
What is a system?
A system is a collection of parts that interact to function as a whole.
Keeping it Simple…
• RtI is a system for meeting all students’ needs.
• It requires us to think like a system!
Think like a system!
The Handbook for SMART School Teams, Conzemius and O’Neill 2002 Solution Tree pp.180-8
Feedback Loops
The Handbook for SMART School Teams, Conzemius and O’Neill 2002 Solution Tree p. 181
Learning Process
Keep it EASy…
• Establish All Systems!
• The A Team
• The B Team
• Grade Level
Content Area Teams
• Student Success Teams
The A Team
Purpose: Set School-wide Academic Goals and identify strategies for achieving them
The B Team
Purpose: Set School-wide Behavior Goals and identify strategies for achieving them
Grade Level/Content Area Teams
Purpose: Work
collaboratively to examine
instruction and ultimately meet
all students’ needs.
Student Success Teams
Purpose: Assist teams through the
problem solving
process
Inspection
Before take-off let’s do one last inspection and brainstorm approaches.
Space Walk
How Do We Connect
All That We Do?
Connect the System• Using the terms given to your
group, create a graphic that represents the connections that can be made to a systems approach to Response to Intervention
• You may add additional “components” if you need to.
• You may replicate slips of paper.
• You should try to use as many of these terms as possible.
SYSTEMS
PRACTICESDATA
Systems: supports needed to ensure accurate, durable implementation of practices
Practices: strategies &
interventions that are
evidence-based
OUTCOMES
Outcomes: academic and behavior targets identified by school
Data: Information
used to make accurate and appropriate
decisions
Integrated Elements of
RtI:ARtI:B
Adapted from a slide by George Sugai and Rob Horner PBIS
PLC Questions
• What do we want our students to know? (Outcomes)
• How will we know they are learning it? (Data)
• How will we respond if students don’t learn? (Systems and Practices)
• How will we respond if they already know it? (Systems and Practices)
• How do we effectively teach what we want them to know? (Systems and Practices)
What do we want students to learn?
How will we effectively teach it?
The Teaching and Learning Cycle
Reflect
• What conditions are supporting or hindering effective universal instruction for all students? (Think both academics and behavior)
SYSTEMS
PRACTICESDATA
Systems: supports needed to ensure accurate, durable implementation of practices
Practices: strategies &
interventions that are
evidence-based
OUTCOMES
Outcomes: academic and behavior targets identified by school
Data: Information
used to make accurate and appropriate
decisions
Integrated Elements of
RtI:ARtI:B
Adapted from a slide by George Sugai and Rob Horner PBIS
How will we know they have learned it?
Assessments • Screening –
– Quick efficient measures of overall ability and critical skills known to be strong indicators that predict student performance
• Progress monitoring –– Also brief, given
periodically to determine whether students are making adequate progress
Assessments continued…
• Diagnostic –
– Provide in depth, reliable assessment of targeted skills
• Outcome –
– Given at the end of the school year used for school, district, and state reporting purposes
Reflect• What systems are in place
to assess and use data to inform our decisions?
SYSTEMS
PRACTICESDATA
Systems: supports needed to ensure accurate, durable implementation of practices
Practices: strategies &
interventions that are
evidence-based
OUTCOMES
Outcomes: academic and behavior targets identified by school
Data: Information
used to make accurate and appropriate
decisions
Integrated Elements of
RtI:ARtI:B
Adapted from a slide by George Sugai and Rob Horner PBIS
What do we do if they don’t know it?
What do we do if they already know it?
Intervention is…
the systematic and explicit instruction provided to accelerate growth in an area of identified academic and/or behavioral need.
Intervention is not…
a person
a place
a modification
an accommodation
progress monitoring
an assessment
Intervention is
• Focused on a specific area of concern
• Provides direct explicit instruction in a timely manner related to the area of concern
• Can be adjusted by frequency, duration and intensity
How Do We Implement the Problem Solving Process?
What is the Problem Solving Process?
• Systematic
• Data-driven
• Collaborative
• Approach for supporting all students.
Identification
Prevention
How do we effectively implement the Problem Solving Process?
• Defined Protocol and Process
• Solution focused
• Used with the grade level/content area teams and Student Success Teams
• Fluid
Kranz at his console on May 30, 1965, in the Mission Operations Control Room, Mission Control Center, Houston
Directly Measure the behavior/skillAnalyze and validate the problemIdentify variablesDetermine Root Cause
Target the area of concernDetermine intensity, frequency and duration
Implement the plan as intendedProgress monitorModify as necessary
Evaluate the plan and the student’s responseEnd the plan, create a new one or adjust intensity, frequency, duration
What is the purpose of SST??Assist teams through the problem solving process by collaboratively creating and implementing targeted and intense interventions, progress monitoring and the evaluating the effectiveness and fidelity of the plan
Progress Monitoring
• Essential to determine effectiveness of instructional programs and interventions
• Data is used to determine movement of students within the tiers
• Used to make decisions during problem solving process
• Varies depending on the level of intensity
Progress Monitoring at the Tiers• Tier I- provided to all students
using on going universal screeners and assessments aligned with instruction
• Tier II and Tier III- more strategic and targeted – Focus on current levels of
performance – Tools should be flexible,
efficient, accessible, and informative
Progress Monitoring Tools Available…
Curriculum Based Measurement (CBM)
– Standard direction, materials, scoring rules, and is a timed assessment
– Examples included MBSP (Math Basic Skills), DIBELS, Jim Wright, probes from Aimsweb, etc.
Designated Consultant
• Informs and supports the teacher
• Communicates regularly with the teacher
Astronaut Alan B. Shepard Jr., prime crew commander of Apollo 14, monitors communications between the Apollo 13 spacecraft and the Mission Control Center.
http://www.jsc.nasa.gov/jscfeatures/articles/000000363.html
Reflect
• What have you found effective and what challenges are you facing?
Team Time
• Work with your team/colleagues to review your action plan based on the RtI Indicators.
• How will you prioritize your work? • Please be prepared to share:
– What have you gotten today that you will share back at your school?
– What are you committing to do when you return to your building?
A Safe Landing…
Objectives
• What is the RtI framework and how do we make it simple?
• How do we connect all that we do in the RtI Framework?
• How do we effectively implement the Problem Solving Process?
• What are our next steps?
Big Question
• RtI: How do we make connections, make it simple, and make it work?
Houston…we have a problem!
Contact us anytime…
Amy Galiciaagalicia
Evelyn Jacobi ejacobi
Jenn Sheldon jsheldon
Tom Tonoli thtonoli
Space Walk
Orbit Activity
When you think like about successful systems of implementation of an intervention or enrichment block, what would contribute to its success?