Effective Teaming:The Hardest Part of an

RTI System

Dean Richards

Targets• 100% Team meetings to improve the

health of the core program• 20% Team meetings to match

instruction to need

Tier 1 PLC Tier 2 Tier 3

Purpose

Improve in the instruction for the grade level

Discuss curriculum standards and individual instructional decisions

• Identify students who need additional support

• Create program for students in need of additional support

Problem solve individual student need

Who is discussed?

Grade level (no students names)

Grade level classes (students) Intervention groups Individual students

Who attends

• Principal• Literacy

Specialist/Title I• Counselor• Grade level team• Others as

determined by team

Grade level team and others as invited

• Principal• Literacy

Specialist/Title I• Counselor• Grade level team• Others as

determined by team

• Principal• Literacy

Specialist/Title I• Special Education

Teacher• Classroom teacher

Frequency 2 to 3 times a year Weekly/bi-weekly Each grade level meets every 6 weeks As needed

Data

• EasyCBM grade level reports (Risk Analysis)

• OAKS

Common Formative Assessments

• EasyCBM• Intervention

assessments• Core program

assessments

• EasyCBM• Diagnostic

assessments• Intervention

assessments

Do not get stuck in problem admiring

Variables Related to Student Achievement

• Desire to learn• Strategies for learning• Knowledge• Skills• Prior content knowledge• Self-efficacy/

helplessness

• Race • Genetic potential• Gender• Birth Order• Disposition• Physical difference• IQ• Disability category • Personal history

• Quality of instruction• Pedagogical knowledge• Content knowledge

• Quality of curriculum• Quality of learning environment• Quality of evaluation • Quality and quantity of time/content

• Family income and resources• Family housing• Parent years of schooling• Mobility• Members of family• Family values• Socioeconomic status• Family history

Alterable

Unalterable(hard to change)

Within the student External to the student

Health of the Core Meeting

“Are we meeting the needs of ALL before

we meet the needs of the few?”

How’s your herd?

Weak core instruction

Strong core instruction

Tier 1/Core Team Guiding Questions

Guiding Questions• Based on screening data, is our core

program sufficient for most students at our grade level (80% or more above benchmarks)?– Review and analyze current benchmark screening

data. Record percentages below:– Review and analyze previous benchmark screening

data. Record percentages below:– Using current and previous benchmarking data, set a

goal for next benchmarking period.• Review other available grade-wide data (e.g.

OAKS, in-curriculum assessments, etc).• Determine percentage of students meeting minimum

proficiency standards as set by the district

EasyCBM is scored on Norms

Average R

ange

100 percentile

1 percentile

Low

Ris

k

Some Risk

High Risk

EasyCBM

Guiding Questions• Based on screening data, is our core

program sufficient for most students at our grade level (80% or more above benchmarks)?– Review and analyze current benchmark screening

data. Record percentages below:– Review and analyze previous benchmark screening

data. Record percentages below:– Using current and previous benchmarking data, set a

goal for next benchmarking period.• Review other available grade-wide data (e.g.

OAKS, in-curriculum assessments, etc).• Determine percentage of students meeting minimum

proficiency standards as set by the district

Establish an end of the year goal of percentages in each tier

January Spring Goal

Benchmark 68% 75%

Strategic 17% 18%

Intensive 15% 7%

Avoiding TBU True But Useless

Moving from data collection and analysis to action on data.

Instructional needs2. What instructional adjustments are

needed to improve the health of the core?a) What instructional strategies have been

effective in your classroom?b) Using data, prioritize which big idea of

reading is currently the most important common instructional need for most students (circle one):

c) Which priority skill(s) within that big idea will be targeted for instruction:

Phonemic Awareness

Instructional needs

Instructional needs

Phonics

Fluency

Instructional needs

Vocabulary

Instructional needs

Comprehension

Instructional needs

Instructional adjustmentsd) What common instructional strategy

will be used by all grade level teachers:

Common Instructional Strategies

Example

Active engagement of all students

e) What active engagement strategy will be used by all grade level teachers:

Example

By giving a chance for multiple responses, students are retrieving, rehearsing and practicing what has been taught.

f) Does fidelity to the core need to be further examined and how will that be accomplished?

• A core Reading program has pieces that are standardized across the district that provide guidance and clarity as to the expectations for instruction.

What is Fidelity?

Fidelity to the core

1. The Big 5 of Reading2. The scope and sequence3. State and common core

standards4. Common instructional

strategies

To determine which students are in need of interventions, decide what intervention best fits each student’s needs, determine the effectiveness of current interventions, and make decisions about whether to continue, discontinue, or change an intervention.

g) What professional development is needed to improve the core?

These can be tied to your professional development plan, observations and PDUs.

Professional development

Is What We Are Doing Working?

Group Intervention Meetings

Tier 1 PLC Tier 2 Tier 3

Purpose

Improve in the instruction for the grade level

Discuss curriculum standards and individual instructional decisions

• Identify students who need additional support

• Create program for students in need of additional support

Problem solve individual student need

Who is discussed?

Grade level (no students names)

Grade level classes (students) Intervention groups Individual students

Who attends

• Principal• Literacy

Specialist/Title I• Grade level team• Others as

determined by BLT

Grade level team and others as invited

• Principal• Literacy

Specialist/Title I• Counselor• Grade level team• Others as

determined by BLT

• Principal• Literacy

Specialist/Title I• Special Education

Teacher• Classroom teacher

Frequency 2 to 3 times a year Weekly/bi-weekly Each grade level meets every 6 weeks As needed

Data

• EasyCBM grade level reports (Risk Analysis)

• OAKS

• Common Formative Assessments

• EasyCBM• Intervention

assessments• Core program

assessments

• EasyCBM• Diagnostic

assessments• Intervention

assessments

Strong core instruction

Despite our strong efforts. . .

Group Intervention meetings help decide if the cows are fed

the right food

20% Decision Rule: The lowest 20% of students in each grade, based on analysis of schoolwide data (Easy CBM, standard writing prompts, attendance, behavior referrals, etc) will receive Targeted intervention (Tier 2) and progress will be monitored every 2-3 weeks, at a minimum.

Painting the wall

Blue is coreRed is ELDYellow is intervention

So What color is the

outcome?

Be sure to coordinate your

instruction to avoid curricular chaos!

Before doing all the work

Before doing all the work

Check your data. . . .

Evaluating Interventions:

Is What We Are Doing Working?

• Apply Decision Rules: Is the student making adequate progress based on decision rules?

• Analyze: Is it an individual or a group problem?

• Action: Determine what to change

Apply: Is the Student Making Adequate

Progress?

Analyze: Is it an Individual or a Group

Problem?Cohort Group Analysis: Students who have similar literacy

programming:– Grade level– Intervention program– Time– ELD level

Action: Determine What to

Change • Listen to the data• Gather additional data if necessary• Focus on instructional variables that

you can control!

1. Are intervention groups making adequate progress with support?

a b

c d

e f

2. Are there individual students in intervention groups not making adequate progress? If so, what changes may need to be made?

b

72% Accurate

dBelow 20 percentile

e

Alterable Variables Chart

http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

Intensity

Time

Group Size

Different program

Fidelity

Time/Engagement

Complementary Assessments

• EasyCBM begins the conversation• Complementary assessments should

always be used to support and confirm decisions

Core program dataIntervention program dataDiagnostic assessment (as necessary)

Intervention data

Tracking Attendance

3. If a student is making better than adequate progress (based on data decision rules), can the intervention be de-intensified or discontinued?

Apply: Is the Student Making Adequate

Progress?

Example from TTSD

Consider Exiting students from interventions when:

• The student has met the DIBELS grade level goal at the next benchmark three times consecutively.

• Core reading assessments and intervention assessments indicate grade-level proficiency.

• Student has met the benchmark goal on OAKS (for students in grades 3 to 5).

4. Which students, not receiving currently receiving an intervention, does the data suggest are in need of additional support?

20% Decision Rule: The lowest 20% of students in each grade, based on analysis of schoolwide data (Easy CBM, standard writing prompts, attendance, behavior referrals, etc) will receive Targeted intervention (Tier 2) and progress will be monitored every 2-3 weeks, at a minimum.

Deficit: Big 5 of Reading

• Phonemic Awareness • Phonics• Fluency• Vocabulary• Comprehension

Intervention• Program from

Protocol• Time• Design• Delivery

Matching Intervention to Need

Classroom Data

Intervention NeedsBenchmark Strategic Intensive

ILG 1 ILG 2 ILG 3 ILG 4 ILG 5A ILG 5B ILG 6A ILG 6B

Instructional Learning Groups ILGBenchmark Fluency Strategic Fluency Intensive Fluency ILG1= Theme Test 90% and above ILG4=95% Accuracy ILG6A=95% AccuracyILG2= Theme Test 70%-89% ILG5A=80- 95% Accuracy ILG6B=Below 95% AccuracyILG3= Theme Test Below 70% ILG5B=Below 80% Accuracy*Check Accuracy *Check Comp. with Theme Test for Groups 4 and 5

Intervention NeedsBenchmark Strategic Intensive

ILG 1 ILG 2 ILG 3 ILG 4 ILG 5A ILG 5B ILG 6A ILG 6B

Jerri Troiano Lilia Bodie Kenya Krider Allan Leep Kathrine Bergevin Javier Farhat Katy Freshwater Julio Nicosia

Javier Carnley Kenya Capito Cody Filippone Earnestine Quandt Clayton Yule Lenore Limbaugh Nelson Loiacono Benita Kennemer

Allan Pursell Selena Kam Jamie Yelvington Kelly Janik Jamie Heras Edwina Hosier Nannie Berney

Sofia Thistle Javier Delorey Darryl Reider Nita Jamar

Darryl Selders Steve Berenbaum

Lance Scotto

Instructional Learning Groups ILGBenchmark Fluency Strategic Fluency Intensive Fluency ILG1= Theme Test 90% and above ILG4=95% Accuracy ILG6A=95% AccuracyILG2= Theme Test 70%-89% ILG5A=80- 95% Accuracy ILG6B=Below 95% AccuracyILG3= Theme Test Below 70% ILG5B=Below 80% Accuracy*Check Accuracy *Check Comp. with Theme Test for Groups 4 and 5

Don’t forget the paperwork!

Ah Ha’s and Questions