RTI for Pre-K

Michelle BollingSchool Psychologist

Carroll County Schools

Goals of Today’s Session

Establish a common language Explain the process in concept Show what it looks like on paper Explore the resources on the website

useful for Pre-K students Discuss supports for implementation Answer questions and clarify confusions

What is RTI?

Response to Intervention… is the practice of (1) providing high-quality instruction and

interventions matched to student needs and, (2) using learning rate over time and level of

performance to (3) make important educational decisions.”

A better name:Response to Instruction

National Association of State Directors of Special Education (2005) Response to Intervention: Policy Considerations and Implementation, p. 5

Key Characteristics of RTI

Universal screening of academics and behavior

Multiple tiers of increasingly intense interventions

Use of evidence-based practices and interventions

Continuous monitoring of student performance

Data-based decision making

RTI & Early Childhood Education

Multi-Tiered Approach

Tier 1- Standards-Based Classroom Instruction (what we do for all students)

Tier 2- Needs-Based Learning (selected interventions for some students)

Tier 3- Committee-Driven Instruction (intensive interventions for fewer students)

Tier 4- Specially Designed Instruction (special ed., 504, alternative placement)

RTI in the Real-World

Annual check ups at the Doctor’s Office Dr.s use weight as a universal screener for physical health Everyone gets weighed at a DR’s visit

If on target, then stay at Tier 1 Your next weigh in will be at your next visit If not, there might be a Tier 2 intervention

If Overweight, (as determined by your BMI benchmark cut-off) the doctor might suggest one of the following Tier 2 interventions:

A change in eating habits Or an increase in physical activity

Check for progress with the intervention by weighing yourself periodically (progress monitoring)

RTI in the Real-World

It’s been several weeks on the diet and exercise plan (Tier 2 intervention) You’ve used the scale to monitor progress

If you are making good progress, stay in Tier 2 (diet and exercise) LINK

If you are not making adequate progress, then your doctor might suggest a more intensive intervention (Tier 3) LINK

You begin a Tier 3 intervention Join Weight Watchers Continue Tier 2 interventions (diet and exercise)

Monitor progress more frequently (weekly weigh in with Weight Watchers)

Universal Screening Real-World Analogy

It’s been six weeks in Weight Watchers and on Alli (Tier 3 interventions)

You’ve been doing frequent progress monitoring If you are making good progress, stay in Tier 3 LINK If you are not making adequate progress, then your doctor

might do an evaluation to determine what is going on and whether you are a candidate for a more intensive intervention (Tier 4) LINK Recommend a specialist (personal trainer or nutritionist) Weight loss Medication A surgical procedure like gastric bypass Monitor progress intensively

** this is not meant to be advice regarding how to lose weight

Tier 1- Standards-Based Classroom Instruction for Pre-K Whole class, general ed curriculum

“Bright from the Start” Curriculum Effective instruction/environment

Curriculum implemented with fidelity Universal screening

Work Sampling Online Meeting with parents twice a year

Effective for most students (80%)

What Universal Screening Is:

Relevant for pre-K Answers which and how many students are

potentially in need of additional support Snapshot of a point in time Used proactively Quantitative- that means it gives you some

number by which to compare students both to each other and to expectation (the typical student)

Universal Screening

Work Sampling On Line Ratings Conducted 3 times per year

Fall Winter Spring

Aligned with instruction, standards, and benchmarks

Reviewed with Parents

Tier 1: Data Analysis

Teams work together to: Meet immediately after universal screening Analyze data and find groups of students not

performing at benchmark You’ll do this with teammates at your school For Tier 1 analysis teachers talk about the

group as a whole, NOT individual students Talking about Individual students comes later-

That’s Tier 2. Do you look at data for the entire CCS PK

group?

Team Conferencing

Format for Data Analysis Conference Ensure understanding Run reports by domains Look at each classroom’s data

Develop a plan using the Tier 1 Data Analysis and Planning Form for Pre-K

Case Example – Pre-K

What does this data tell you about the fit between the core program and these students?

Intervene at TIER 1 with the whole group

This looks pretty good. At least 80% of these kids are responding to the instruction provided.

Case Example – Pre-K

What does this data tell you about the fit between the core program and these students?

What if at Period 2 your data looks like this?

Team Sets Goals & Plans

Establish the group performance goal Set a deadline or target date For example:

Baseline was 35% in process By the Midwinter universal screening, 75% of

students will be “In Process” or higher Teachers problem-solve for specific intervention

ideas Choose from existing available strategies

Visit www.carrollcounty-rti.weebly.com for ideas Research new strategies to implement

Focus on evidence-based strategies

Work Sampling Online- Class Profile – Tier 1 Analysis

Data Discussion

Benefits of Tier 1 Data Analysis Teaming Promotion of evidence-based instruction on a

whole-class, whole-school level Systematic identification of lowest performing

students (rather than teacher impression or parent referral)

Eventual focusing of resources on fewer students at later Tiers

From Tier 1 to Tier 2

Teams consider the appropriateness of the core curriculum and make recommendations as appropriate. If appropriate, identify the lowest performing

students (roughly 20%) and move to Tier 2 status.

In pre-K, if you have 20 children, this should be about 4 kids who need Tier 2 plans.

If it’s more than that, consider adjusting for the whole group.

If not appropriate, discuss what changes to the core curriculum or teaching strategies will be necessary to ensure success for all students.

Tier 1 Data Analysis

Team looks at the data to assess the health of their core curriculum.Team determines how

to intervene.

From Tier 1 to Tier 2

Team identifies students who

requires needs basedinstruction.

Team plans TIER 2 intervention for these students.

Who are these kids?What are we going to do to help them?

18.2 %

45.6 %

36.2 %

Work Sampling Online- Class Profile – Tier 1 Analysis

•83% At Benchmark

•10% At Risk

•7% At Significant Risk

How are students responding to core program?

Tier 2- Needs-Based Learning

Evidence-based intervention Supplements core curriculum Use of data to develop interventions Small group or individual Progress monitoring (every 2-3 weeks) Effective for 90-92% of students

Team Conferencing

Format for Data Analysis Team Conference Look at classroom-level data Identify students not progressing as expected Separate into groups/subgroups Problem solve for strategies to use with these

groups (visit www.carrollcounty-rti.weebly.com Outline implementation & progress monitoring plan

How, who, when? Complete Tier 2 intervention plan forms

When you meet with parents to discuss assessment talk about the Tier 2 interventions and what they can do to help.

Make sure hearing and vision screenings are passed and current within one year.

Transitioning from Tier 2 to Tier 3

Team of Teachers analyzes student progress monitoring data

In cases of inadequate progress discuss whether administrative review is appropriate

Administrative Review (Show your AP your data) AP checks for adequate data points over time AP checks fidelity of intervention

interventions are implemented as specifically outlined using the schedule and duration as set by the committee.

AP makes a recommendation Continue/adjust at Tier 2 Refer to Tier 3

Tier 3- Committee-Driven Instruction

The committee is the SST Committee, led by your AP APs are responsible for scheduling and facilitating

SST meetings. More intensive intervention

Increased time (min/day or days/wk) More individualized intervention

Decreased teacher student ratio Progress monitoring (every 1-2 weeks) Effective for 92-96% of students

Case Example

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InterventioReading Mastery 30 minutes dailysmall group 4-5 studentsPush in model EIP teacher

Intervention

Target Behavior Goal Line

Target Behavior Trend Line

Aim Line

After the first nine weeks, Suzy is not considered to be making adequate progress in order to meet the goal of 68 words correct per minute by mid year. The committee recommends a more intensive intervention be implemented.

Outcome Based Instructional Guide

Suzy Suzy will read 68 words correct per minute on a second grade passage measured by Oral Reading Fluency (ORF) on the DIBELS by mid year.

First ReportSpecific Skills Progress Monitoring

More Needed

Mickey Haalman

Goal:Name:

Case Example

0

10

20

30

40

50

60

70

80

InterventioReading Mastery 30 minutes dailysmall group 4-5 studentsPush in model EIP teacher

Intervention

Target Behavior Goal Line

Target Behavior Trend Line

Aim Line

After the first nine weeks, Suzy is not considered to be making adequate progress in order to meet the goal of 68 words correct per minute by mid year. The committee recommends a more intensive intervention be implemented.

Outcome Based Instructional Guide

Suzy Suzy will read 68 words correct per minute on a second grade passage measured by Oral Reading Fluency (ORF) on the DIBELS by mid year.

First ReportSpecific Skills Progress Monitoring

More Needed

Mickey Haalman

Goal:Name:

Transitioning from Tier 3 to Tier 4

Committee assesses intervention fidelity If intervention fidelity was insufficient, steps should be

taken to remedy the problem and the intervention may be tried for an additional period.

If the intervention was implemented with fidelity and the student did not progress:

Consider extending current intervention/s Consider gathering additional data

Did the intervention target the right skill? Is there something that we missed?

Consider additional Tier 3 intervention/s Consider requesting review by the Intervention Review Team

(IRT) Led by your AP typically involving your school psychologist

Tier 4- Specially Designed Instruction

For Pre-K this is Special Education Assistance (including Speech and other Disabilities).

Refining interventions based on data Even more intensive intervention

Increased time (min/day or days/wk) More individualized intervention

Decreased teacher student ratio Progress monitoring (every 1-2 weeks) Effective for 100% of studenst

Tier 4- Specially Designed Instruction

Instruction that is targeted and specialized to meet individual students’ needs

Not a place, location, or specific classroom May be provided in a regular education class or

in a separate setting May include special education and related

services

Just because you get a Tier 4 service doesn’t mean you can’t access Tier 2 or 3 Interventions.

Where do you get the interventions to implement?

Carrollcounty-rti.weebly.com

Criteria for “GOOD FIT” Intervention Plans Is it doable? Is it time-efficient? Does it fit the setting? Does it address the hypothesis? Is it data-based? Is it team-generated? Is it evidence-based practice? Is it acceptable to the plan implementers? Is it acceptable to the student? Is it age-appropriate and respectful of the student? Is it sensitive to cultural diversity?

Progress Monitoring in an RTI Framework

Progress Monitoring in an RTI Framework

Step 1: In the Progress Monitoring Folder, open “Progress Monitoring_MB.xls”

Important Points to HighlightProgress Monitoring in an RTI Framework

Enter correct intervention TierProgress Monitoring in an RTI Framework

Enter student information. Progress Monitoring in an RTI Framework

Specify the intervention. Progress Monitoring in an RTI Framework

Establish the goal.

Progress Monitoring in an RTI Framework

Writing Goals for Progress Monitoring

A possible format In (time frame), (student) will (describe what they

will do) on (name the progress monitoring measure), to achieve (desired performance level).

Example In six weeks, Barry will ask to play with friends at

recess as measured by weekly teacher frequency counts, to achieve a rate of 80% of recess occurrences.

In six weeks, Michelle will

Write your goal in the “Goal” box. Progress Monitoring in an RTI Framework

Specify your intervention. Progress Monitoring in an RTI Framework

Enter end date and outcome goal.Progress Monitoring in an RTI Framework

Note the goal line has moved. Progress Monitoring in an RTI Framework

Enter your baseline data. Progress Monitoring in an RTI Framework

Data points automatically graph. Progress Monitoring in an RTI Framework

Progress Monitoring in an RTI Framework

Notice the aim line in red.

Intervention is definitely needed. Progress Monitoring in an RTI Framework

Progress Monitoring in an RTI Framework

Begin your intervention.

Enter progress monitoring data. Progress Monitoring in an RTI Framework

Progress Monitoring in an RTI Framework

Enter progress monitoring data.

Continuously evaluate progress. Progress Monitoring in an RTI Framework

Progress Monitoring in an RTI Framework

Make a data-based decision.

Data-Based Decision Making

When the trend line is above the aim line, adequate progress is being made

When the trend line is below the aim line (or flat), instructional changes are necessary

Other rules of thumb 3-4 consecutive data pts below the aim line

may indicate a need for change If 6 consecutive data points are above the aim

line, the goal is likely too low and should be increased.

Enter committee decision. Progress Monitoring in an RTI Framework

What if it looked like this?Progress Monitoring in an RTI Framework

Note the different decision. Progress Monitoring in an RTI Framework

You don’t need anything fancy. Graph paper and a pencil will do. Remember to include:

Y axis (what you are measuring) X axis (dates of data points) Baseline (where the student started – before you began

intervention) Goal (where the child needs to be) Aim line (connects baseline to goal) Data points (one every 2 weeks)

The WSO system may provide individual student reports, but I had limited access to the system.

When you get training ask about using WSO to monitor individual student progress.

Progress Monitoring

Data points should be collected not less than every 2-3 weeks for students who are having difficulty.

Every 1-2 weeks is best for students who are having a lot of difficulty.

Students who are at benchmark do not need frequent progress monitoring. (1x/mo if cautious or even the 3x/year benchmarks are fine)

Important Points

Progress monitoring is used to see if interventions are working.

You must be able to Identify the intervention period

Date began: _____ Date ended: ________ Identify the evidence-based intervention

______________________ Identify the schedule of the intervention

______minutes, _______ times per week Identify the intensity of the intervention

# ____students: __ teacher/parapro