the rti data dilemma: 2009 ascd convention orange county convention center, room w308a orlando, fl...

The RTI Data Dilemma:

The RTI Data Dilemma:

2009 ASCD ConventionOrange County Convention Center, Room

W308AOrlando, FL

Saturday, March 14, 2009

2009 ASCD ConventionOrange County Convention Center, Room

W308AOrlando, FL

Saturday, March 14, 2009

Understanding and Managing Critical

Assessment Information

3/5/093/5/09 © Howell, Kerr, & Patton 2009

© Howell, Kerr, & Patton 2009

22

IntroductionsIntroductions Dr. Robert (Bob) Howell, Executive Director,

Special Education, RtI Administrator (Retired)

Sandy Patton, Executive Director, Learning Resources and Project Director, RtI (Retired)

Dr. John Kerr, Deputy Superintendent. Curriculum and Instruction, Colorado Springs School District 11 (Retired)

Marcia Kaplan, Curriculum, Instruction and Technology Consultant

Dr. Robert (Bob) Howell, Executive Director, Special Education, RtI Administrator (Retired)

Sandy Patton, Executive Director, Learning Resources and Project Director, RtI (Retired)

Dr. John Kerr, Deputy Superintendent. Curriculum and Instruction, Colorado Springs School District 11 (Retired)

Marcia Kaplan, Curriculum, Instruction and Technology Consultant



33

Points to Take HomePoints to Take Home

Teachers must know what data they need to inform instruction

Teachers must have ready and easy access to the needed data

Teachers must know how to use data to inform instruction

Fidelity of use/implementation is critical







44

What is RTI?What is RTI?

RTI is a system for educational redesign based on a hierarchy of interventions which are implemented to meet the needs of students who demonstrate underachievement in core academic areas of literacy and math (Howell, Patton, & Deiotte, Understanding Response to Intervention,)

RTI is a system for educational redesign based on a hierarchy of interventions which are implemented to meet the needs of students who demonstrate underachievement in core academic areas of literacy and math (Howell, Patton, & Deiotte, Understanding Response to Intervention,)



55

Another Definition of RTIAnother Definition of RTI

RtI is the practice of:

providing high-quality instruction/intervention matched to student needs

using learning rate (and/or other outcomes) over time and level of performance to make important educational decisions (NASDSE, 2005 and from Understanding Response to Intervention, pg. 9)

RtI is the practice of:

providing high-quality instruction/intervention matched to student needs

using learning rate (and/or other outcomes) over time and level of performance to make important educational decisions (NASDSE, 2005 and from Understanding Response to Intervention, pg. 9)



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Learning Rate/Level of Performance

Learning Rate/Level of Performance

Learning Rate is referenced to a student’s performance compared to baseline rates and peer performance

Level of Performance is referenced to the student’s relative standing compared to expected performance

Learning Rate is referenced to a student’s performance compared to baseline rates and peer performance

Level of Performance is referenced to the student’s relative standing compared to expected performance



77

RTI Data DilemmaRTI Data Dilemma Access to a variety of data & why data

are needed

Screening and benchmarking must be valid, reliable, & ACCESSIBLE

Diagnostic & prescriptive assessments are dependent on bullets 1 & 2

Progress monitoring quality is only as good as the data upon which it is founded

Access to a variety of data & why data are needed

Screening and benchmarking must be valid, reliable, & ACCESSIBLE

Diagnostic & prescriptive assessments are dependent on bullets 1 & 2

Progress monitoring quality is only as good as the data upon which it is founded



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RTI Data Dilemma cont’dRTI Data Dilemma cont’d

Selection of interventions, fidelity of usage & data collection are critical to success

Outcome assessments to measure student progress against grade-level expectation must be given

All are dependent on a truly aligned curriculum with instruction and assessments

Selection of interventions, fidelity of usage & data collection are critical to success

Outcome assessments to measure student progress against grade-level expectation must be given

All are dependent on a truly aligned curriculum with instruction and assessments



99

ActivityActivityFirst, by yourself, take 3 minutes to write down the 5 most critical issues that get in the way of your district, school, or classroom implementing the data requirements for RTI.When the facilitator says stop you will group in triads and work to select the 3 most critical dilemmas or variables that must be addressed. We will select 5 groups to report back.

First, by yourself, take 3 minutes to write down the 5 most critical issues that get in the way of your district, school, or classroom implementing the data requirements for RTI.When the facilitator says stop you will group in triads and work to select the 3 most critical dilemmas or variables that must be addressed. We will select 5 groups to report back.



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What do we do with the data?

What do we do with the data?

Inform instruction Validate alignment of the curriculum Insure that we are meeting

standards Determine if what is taught is

learned Focus on progress monitoring

Inform instruction Validate alignment of the curriculum Insure that we are meeting

standards Determine if what is taught is

learned Focus on progress monitoring



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Types of Data…Types of Data…

State and NationalProvides the ‘Big Picture’ of school or

district’s performanceHelps identify root causes

Benchmarking is the process of assessing all students three times per school year in reading, writing and math (Howell, Patton & Deiotte,

Understanding Response to Intervention. Pg. 81)

State and NationalProvides the ‘Big Picture’ of school or

district’s performanceHelps identify root causes

Benchmarking is the process of assessing all students three times per school year in reading, writing and math (Howell, Patton & Deiotte,

Understanding Response to Intervention. Pg. 81)



1212

Types of Data cont’dTypes of Data cont’d

Benchmarking data…Identifies individual and groups of

students with performance issuesProvides a screening processIdentifies needed instructional

strategies and curriculum modification for school and/or district as a whole

Benchmarking data…Identifies individual and groups of

students with performance issuesProvides a screening processIdentifies needed instructional

strategies and curriculum modification for school and/or district as a whole



1313

Types of Data cont’dTypes of Data cont’d

Benchmarking data…Provides a process for diagnosing

student needs and prescribing interventions

Progress Monitoring provides the formative assessment link between instruction and high stakes testing (Under-standing Response to Intervention pg. 75)

Benchmarking data…Provides a process for diagnosing

student needs and prescribing interventions

Progress Monitoring provides the formative assessment link between instruction and high stakes testing (Under-standing Response to Intervention pg. 75)



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Types of Data cont’d Types of Data cont’d

Progress monitoring must include measures for district-wide progress, grade-level progress, classroom progress and individual student progress

Progress monitoring data…Must be alignedMust ensure that what is taught is

learned and what is learned is measured

Progress monitoring must include measures for district-wide progress, grade-level progress, classroom progress and individual student progress

Progress monitoring data…Must be alignedMust ensure that what is taught is

learned and what is learned is measured



1515

InterventionsInterventions

An intervention is a new strategy or modification of instruction or behavior management designed to help a student or group of students improve performance relative to a specific goal(Howell, Patton & Deiotte, Understanding Response to

Intervention, pg. 57)

An intervention is a new strategy or modification of instruction or behavior management designed to help a student or group of students improve performance relative to a specific goal(Howell, Patton & Deiotte, Understanding Response to

Intervention, pg. 57)



1616

InterventionsInterventions

Interventions begin in the general education classroom. Modifications, including changing intervention frequency, intensity and duration until the student achieves success (Howell, Patton & Deiotte, Understanding Response to Intervention pg. 59)

Interventions begin in the general education classroom. Modifications, including changing intervention frequency, intensity and duration until the student achieves success (Howell, Patton & Deiotte, Understanding Response to Intervention pg. 59)



1717

Curriculum AlignmentCurriculum Alignment

RTI creates curriculum alignment because of the heavy emphasis on progress monitoring. Progress monitoring puts into practice those questions asked in a Professional Learning Community (PLC) (Howell, Patton & Deiotte, Understanding Response to Intervention pg. 77)

RTI creates curriculum alignment because of the heavy emphasis on progress monitoring. Progress monitoring puts into practice those questions asked in a Professional Learning Community (PLC) (Howell, Patton & Deiotte, Understanding Response to Intervention pg. 77)



1818

Four Critical PLC QuestionsFour Critical PLC Questions What do students need to learn and

be able to do? How do we know if the students are

learning it? What will we do if students have not

learned it? What will we do if they have

learned it?(DuFour, DuFour, & Eaker & from Understanding Response to Intervention pg. xviii)

What do students need to learn and be able to do?

How do we know if the students are learning it?

What will we do if students have not learned it?

What will we do if they have learned it?(DuFour, DuFour, & Eaker & from Understanding Response to Intervention pg. xviii)



1919

Progress MonitoringProgress Monitoring

Curriculum-based measurements (CBMs) are quick and easy normed assessments providing valuable data on student learning. CBMS are inexpensive, easy to use and quickly administered in 2 to 5 minutes (Howell, Patton & Deiotte, Understanding Response to Intervention pgs. 77 - 78)

Curriculum-based measurements (CBMs) are quick and easy normed assessments providing valuable data on student learning. CBMS are inexpensive, easy to use and quickly administered in 2 to 5 minutes (Howell, Patton & Deiotte, Understanding Response to Intervention pgs. 77 - 78)



2020


Probes enable teachers to monitor student progress on a daily, weekly, semimonthly or monthly basis without loss of validity (Howell, Patton & Deiotte, Understanding Response to Intervention, pg 80)

Probes enable teachers to monitor student progress on a daily, weekly, semimonthly or monthly basis without loss of validity (Howell, Patton & Deiotte, Understanding Response to Intervention, pg 80)



2121


CBMs… Determine a student’s individual

instructional level within the curriculum Establish long term goals and monitor

individuals and groups of students Assist teachers and Problem Solving

Teams in making decisions regarding the impact of teaching on learning

CBMs… Determine a student’s individual

instructional level within the curriculum Establish long term goals and monitor

individuals and groups of students Assist teachers and Problem Solving

Teams in making decisions regarding the impact of teaching on learning



2222

Progress Monitoring cont’dProgress Monitoring cont’d

CBMs… Measure the impact of

interventions Measure the impact of the over-all

problem-solving process (Howell, Patton & Deiotte, Understanding Response to Intervention, pg. 80)

CBMs… Measure the impact of

interventions Measure the impact of the over-all

problem-solving process (Howell, Patton & Deiotte, Understanding Response to Intervention, pg. 80)



2323

RTI Assessment ProcessRTI Assessment Process

High quality professional development helps move from understanding and using data to incorporating thoughtful, targeted assessments as part of the instructional process (Howell, Patton & Deiotte, Understanding Response to Intervention, pg.

82)

High quality professional development helps move from understanding and using data to incorporating thoughtful, targeted assessments as part of the instructional process (Howell, Patton & Deiotte, Understanding Response to Intervention, pg.

82)



2424

RTI Assessment ProcessRTI Assessment Process

Short tests such as CBMs are administered to obtain baseline data on student skills

If the student learns at a slower pace or at a lower level, the tests help the teacher pinpoint problems

Encourages the teacher to change methods and materials to better meet student learning needs (Colorado Springs

School District 11, 2006)

Short tests such as CBMs are administered to obtain baseline data on student skills

If the student learns at a slower pace or at a lower level, the tests help the teacher pinpoint problems

Encourages the teacher to change methods and materials to better meet student learning needs (Colorado Springs

School District 11, 2006)



2525

Role of Problem-Solving Team

Role of Problem-Solving Team

Problem-Solving Teams (PSTs) use data to discern current issues that exacerbate failure, discover the root cause or primary problem(s), and create a continuous improvement process to close the gap between a child’s performance and grade level, national norms or expected achievement (Howell, Patton & Deiotte, Understanding Response to Intervention, pg 39)

Problem-Solving Teams (PSTs) use data to discern current issues that exacerbate failure, discover the root cause or primary problem(s), and create a continuous improvement process to close the gap between a child’s performance and grade level, national norms or expected achievement (Howell, Patton & Deiotte, Understanding Response to Intervention, pg 39)



2626

Actualizing RTI Data Activity

Actualizing RTI Data Activity

1. You will have an opportunity to look at some real student data and analyze what the data are telling you.

2. Use your triads and look these slides, we will explain the key to you.

3. What are these data telling you. What if these data represented an entire district, a school or a group of kids. What would you do?

1. You will have an opportunity to look at some real student data and analyze what the data are telling you.

2. Use your triads and look these slides, we will explain the key to you.

3. What are these data telling you. What if these data represented an entire district, a school or a group of kids. What would you do?



2727

Actualizing RTI DataActualizing RTI Data



2828




2929




3030




3131




3232

Root Cause AnalysisRoot Cause Analysis

Root Cause Analysis is an eight step problem-solving process that focuses on an ongoing problem-solving cycle rather than a one time effort (Howell, Patton & Deiotte, Understanding Response to Intervention , pg. 40)

Root Cause Analysis is an eight step problem-solving process that focuses on an ongoing problem-solving cycle rather than a one time effort (Howell, Patton & Deiotte, Understanding Response to Intervention , pg. 40)



3333

Root Cause Analysis Process


1. Define the problem based on identification of a sentinel event

2. Gather additional data and evidence3. Identify contributory issues4. Delineate possible root causes5. Develop solution recommendations

for the primary causes (Howell, Patton &

Deiotte, Understanding Response to Intervention, pg. 41)

1. Define the problem based on identification of a sentinel event

2. Gather additional data and evidence3. Identify contributory issues4. Delineate possible root causes5. Develop solution recommendations

for the primary causes (Howell, Patton &

Deiotte, Understanding Response to Intervention, pg. 41)



3434

Root Cause Analysis Process cont’d

Root Cause Analysis Process cont’d

6. Implement solutions to eliminate or diminish the causes

7. Retest solutions based on data8. Review data from Steps 1-7 to

determine systemic prevention or intervention strategies (Howell, Patton & Deiotte, Understanding Response to Intervention, pg. 41)

6. Implement solutions to eliminate or diminish the causes

7. Retest solutions based on data8. Review data from Steps 1-7 to

determine systemic prevention or intervention strategies (Howell, Patton & Deiotte, Understanding Response to Intervention, pg. 41)



3535



Provides a well-defined system of evaluation using student-based assessments

Applies measures to monitor what educators are achieving with students on a daily basis

Guides staff in evaluating and acting on the results of students’ work

Provides a well-defined system of evaluation using student-based assessments

Applies measures to monitor what educators are achieving with students on a daily basis

Guides staff in evaluating and acting on the results of students’ work



3636

Managing RTI DataManaging RTI Data

We strongly recommend the use of an electronic data management system to allow the classroom teacher and the Problem Solving Teams to graph student data without that component becoming an overwhelming factor and impeding the total RTI process.

We strongly recommend the use of an electronic data management system to allow the classroom teacher and the Problem Solving Teams to graph student data without that component becoming an overwhelming factor and impeding the total RTI process.



3737

Managing RTI DataManaging RTI Data

Requirements in a system…CBM probes that are normed and

validatedA wide variety of multi-grade and multi-

discipline probesInteroperability with student information

systems and other available systemsEasy access for teachersEasy data entry and one data entry if

possible

Requirements in a system…CBM probes that are normed and

validatedA wide variety of multi-grade and multi-

discipline probesInteroperability with student information

systems and other available systemsEasy access for teachersEasy data entry and one data entry if

possible



3838

Points to Take HomePoints to Take Home









Questions/Answers from

Question Cards

Questions/Answers from

Question Cards

Contact Information:Contact Information:

Sandy Patton

[email protected]

or

Marcia Kaplan

[email protected]

Sandy Patton

[email protected]

or

Marcia Kaplan

[email protected]

Presentation Available at:Presentation Available at:

www.tecedge.net/presentations/The_RTI_Data_Dilemma.ppt

http://www.ascd.org/conferences/acpresenterupload.aspx

www.tecedge.net/presentations/The_RTI_Data_Dilemma.ppt

http://www.ascd.org/conferences/acpresenterupload.aspx



4242

www.nasdse.org

www.nwrel.org/nwrcc/rti/

www.ritap.org/rti/resources/web_resources.php

www.interventioncentral.org

www.autoskill.com/intervention/rti.php

www.k12.wa.us/SpecialEd/RTI.aspx

www.cssd11.k12.co.us/RTI/

[email protected]

www.nasdse.org

www.nwrel.org/nwrcc/rti/

www.ritap.org/rti/resources/web_resources.php

www.interventioncentral.org

www.autoskill.com/intervention/rti.php

www.k12.wa.us/SpecialEd/RTI.aspx

www.cssd11.k12.co.us/RTI/

[email protected]

ResourcesResources



4343

Research and ReferencesResearch and References

Barnett, D. W., Daly, E. J., III, Jones, K. M., & Lentz, F. E., Jr. (2004). Empirically based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38, 66-79.

Bergan, J. R. (1977). Behavioral consultation. Columbus, OH: Charles E. Merrill.

Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum Press.

Bradley, R., Danielson, L. C., & Hallahan, D. P. (2002). Identification of learning disabilities: Research to practice. Washington, DC: Lawrence Erlbaum Associates.

Barnett, D. W., Daly, E. J., III, Jones, K. M., & Lentz, F. E., Jr. (2004). Empirically based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38, 66-79.

Bergan, J. R. (1977). Behavioral consultation. Columbus, OH: Charles E. Merrill.

Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum Press.

Bradley, R., Danielson, L. C., & Hallahan, D. P. (2002). Identification of learning disabilities: Research to practice. Washington, DC: Lawrence Erlbaum Associates.



4444

Research and References (Cont’d)


Brown-Chidsey, R., & Steege, M. W. (2006). Response to Intervention: Principles and Strategies for Effective Instruction. New York: Guilford Press.

Deno, S. (1985). “Curriculum-based measurement: The emerging alternative.” Exceptional Children, 52, 219-684.

Deno, S., & Mirkin, P. (1977). Data-based program modification. Minneapolis, MN: Leadership Training Institute for Special Education.

Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.

Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R. K., & Shaywitz, S. E. (2002). Classification of Learning Difficulties: An Evidence-based Evaluation. Mahwah, NJ: Lawrence Erlbaum.

Brown-Chidsey, R., & Steege, M. W. (2006). Response to Intervention: Principles and Strategies for Effective Instruction. New York: Guilford Press.

Deno, S. (1985). “Curriculum-based measurement: The emerging alternative.” Exceptional Children, 52, 219-684.

Deno, S., & Mirkin, P. (1977). Data-based program modification. Minneapolis, MN: Leadership Training Institute for Special Education.

Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.

Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R. K., & Shaywitz, S. E. (2002). Classification of Learning Difficulties: An Evidence-based Evaluation. Mahwah, NJ: Lawrence Erlbaum.



4545



Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.

Gersten, R., & Dimino, J. A. (2006). RTI (Response to intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quarterly, 41, 99-108.

Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.). (1982). Placing children in special education: A strategy for equity. Washington, DC: National Academy Press.

Howell. R.J., Patton, S. L., & Deiotte, M. T. (2008) Understanding Response to Intervention. Bloomington, IN: Solution Tree

Klingner, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41, 108-117.

Kratochwill, T. R., & Bergan, J. R. (1990). Behavioral consultation: An individual guide. New York: Plenum Press.

Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.

Gersten, R., & Dimino, J. A. (2006). RTI (Response to intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quarterly, 41, 99-108.

Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.). (1982). Placing children in special education: A strategy for equity. Washington, DC: National Academy Press.

Howell. R.J., Patton, S. L., & Deiotte, M. T. (2008) Understanding Response to Intervention. Bloomington, IN: Solution Tree

Klingner, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41, 108-117.

Kratochwill, T. R., & Bergan, J. R. (1990). Behavioral consultation: An individual guide. New York: Plenum Press.



4646



Kratochwill, T. R., Clements, M., A., & Kalamon, K. (in press). Reconsidering response to intervention: Conceptual, methodological, and psychometric issues. In S. Jimmerson, M. Burns, and A. VanDerHeyden (Eds.) The handbook of response to intervention. New York: Springer Science, Inc.

Kratochwill, T. R., Elliott, S. N., & Stoiber, K. C. (2002). Problem solving consultation. In A. Thomas and J. Grimes (Eds.). Best Practices. Washington, DC: National Association of School Psychologists.

National Reading Panel. (2000). Teaching children to read: An evidence assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: Author.

National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.

Kratochwill, T. R., Clements, M., A., & Kalamon, K. (in press). Reconsidering response to intervention: Conceptual, methodological, and psychometric issues. In S. Jimmerson, M. Burns, and A. VanDerHeyden (Eds.) The handbook of response to intervention. New York: Springer Science, Inc.

Kratochwill, T. R., Elliott, S. N., & Stoiber, K. C. (2002). Problem solving consultation. In A. Thomas and J. Grimes (Eds.). Best Practices. Washington, DC: National Association of School Psychologists.

National Reading Panel. (2000). Teaching children to read: An evidence assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: Author.

National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.



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Newell, M., & Kratochwill, T. R. (in press). Response to intervention: Cultural issues and considerations. In S. Jimmerson, M. Burns, and A. VanDerHeyden (Eds.) The handbook of response to intervention. New York: Springer Science, Inc.

Reschly, D. J., Tilly III, W. D., & Grimes, J. P. (1999). Special Education in Transition: Functional Assessment and Non-categorical Programming. Longmont, CO: Sorpis West.

Rosenfield, S., Silva, A., & Gravois, T. A. (in press). Bringing instructional consultation to scale: Research and development of IC and IC teams. In W. Erchul & S. Sheridan (Eds.) Handbook of research in school consultation: Empirical foundations for the field. Mahwah, NJ: Erlbaum

Sheridan, S. M., Kratochwill, T. R., & Bergan, J. R. (1996). Conjoint behavioral consultation: An individual guide. New York: Plenum Press.

Newell, M., & Kratochwill, T. R. (in press). Response to intervention: Cultural issues and considerations. In S. Jimmerson, M. Burns, and A. VanDerHeyden (Eds.) The handbook of response to intervention. New York: Springer Science, Inc.

Reschly, D. J., Tilly III, W. D., & Grimes, J. P. (1999). Special Education in Transition: Functional Assessment and Non-categorical Programming. Longmont, CO: Sorpis West.

Rosenfield, S., Silva, A., & Gravois, T. A. (in press). Bringing instructional consultation to scale: Research and development of IC and IC teams. In W. Erchul & S. Sheridan (Eds.) Handbook of research in school consultation: Empirical foundations for the field. Mahwah, NJ: Erlbaum

Sheridan, S. M., Kratochwill, T. R., & Bergan, J. R. (1996). Conjoint behavioral consultation: An individual guide. New York: Plenum Press.

Thank You and Good LuckThank You and Good Luck

the rti data dilemma: 2009 ascd convention orange county convention center, room w308a orlando, fl...

Documents

rti retired

students performance

definition of rti rti

instruction teachers

expected performance

rti data dilemma access

needed data teachers

variety of data