rti: how do we make all the pieces fit into the puzzle? lynn wallasky and marnie zabel
TRANSCRIPT
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RTI: How do we make all the pieces RTI: How do we make all the pieces fit into the puzzle?fit into the puzzle?
Lynn Wallasky and Marnie Zabel
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STARS, AYP, PLC, NCLB and RTISTARS, AYP, PLC, NCLB and RTI
• The acronyms aren’t important
• How you problem solve with data to make a difference for student learning is the central puzzle piece
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The Three Essential ComponentsThe Three Essential Components
44.33
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Connecting the PiecesConnecting the Pieces
Three Essential Components
1. Multiple
Tiers of
Intervention
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Connecting the PiecesConnecting the Pieces
Three Essential Components
2. Problem Solving Process
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Connecting the PiecesConnecting the Pieces
Three Essential Components
3. An Integrated Data Collection/Assessment System to Inform Decisions at each level of Intervention
Batsche (2007)44.33
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Student Popoulation Referred to Support Team Evaluated for Sp. Ed. Placed in Sp. Ed.
Pe
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1997-98 2000-01
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Multiple Tiers of ServiceMultiple Tiers of Service
Tier I
School Wide Interventions• All Students• All Settings• Proactive, Preventable
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NCLBNCLBAYP/STARSAYP/STARS
Tier 1 accountabilityTier 1 accountability• No child left behind has been the catalyst
for change but not the passion• The true motivation for change is learning
how to help each and every child succeed in school. This is an equity issue, making sure that all children receive a free and appropriate education. (Batsche)
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STARSSTARS(Nebraska’s Accountability)(Nebraska’s Accountability)
• 2007-08 Reading
Math
Elementary 81% 83%
Middle School 81% 79%
High School 83% 81%
• 2013 100% 100%
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Vision for ChangeVision for Change
• High performing schools help staff adopt a compelling vision of outstanding teaching and learning rather than fear of sanctions (Johnson, 2007)
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Curriculum/Services Curriculum/Services What are all students receiving currently?What are all students receiving currently?
• Academic
• Current curriculum?
• Behavioral
Positive discipline plan?
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How do you measure progress for all How do you measure progress for all students?students?
• Academic
Standardized Achievement Tests
Criterion Referenced Tests (CRT)
DIBELS - Benchmarks
Health Records
Absence
Quarterly Progress Reports
(DRA/LRP)
• Behavioral
• Office Discipline Referrals (ODR)
• Absences Report• Health Reports
44.33
64.4
69 68.9
45
5957.7
55.4
0
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Student Popoulation Referred to Support Team Evaluated for Sp. Ed. Placed in Sp. Ed.
Percen
tag
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1997-98 2000-01
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Decision MakingDecision Making
Goal Not Met:• Problem solving process• Vehicle for decision
making:
School Wide Team
Goal Met:• Move to Tier II for the 2-
25% that are not being successful-team problem solving
75%-90% of all students are successful at this level
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If NOT MET: Problem Solving If NOT MET: Problem Solving ProcessProcess
• A process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of students. Batsche 2007
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Problem Solving ProcessProblem Solving Process
EvaluateEvaluate Problem AnalysisValidating Problem
Identify Variables that Contribute to Problem
Develop Plan
Problem AnalysisValidating Problem
Identify Variables that Contribute to Problem
Develop Plan
Define the ProblemDefining Problem/Directly Measuring Behavior
Define the ProblemDefining Problem/Directly Measuring Behavior
Implement PlanImplement As Intended
Progress MonitorModify as Necessary
Implement PlanImplement As Intended
Progress MonitorModify as Necessary
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School Wide Problem SolvingSchool Wide Problem Solving
• Data Retreat - beginning of school year• Disaggregate data (gender, SES, ethnicity, ELL, etc)• What are student needs? Goals• Set Grade Level (SMART) Goals• What are best practice for specific goals?• Implement best practice• Evaluate Quarterly• Collect data• Disaggregate data…• Quarterly Instructional Conferences….
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DDD=DDD=Data Drives Decision-makingData Drives Decision-making
In high performing schools leaders display data that help educators understand how teaching can improve rather than only the end of the year results.
44.33
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69 68.9
45
5957.7
55.4
0
20
40
60
80
Student Popoulation Referred to Support Team Evaluated for Sp. Ed. Placed in Sp. Ed.
Pe
rce
nta
ge
1997-98 2000-01
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Develop integrated school wide Develop integrated school wide data system for decision making data system for decision making
MAT8HR LAST NAMEFIRSTSTU #ETHF/R SP/GELL G 3M 3E 3-1 3-2 3-3 3-E LG SP SD C TR % A IN OUT
228 AL HIDRYFATIMA# 1 LNC F 75 110 J KL MN QRS 74.7 92 11232 ANDERSENKYLE# 1 LNC M 102 135 OP MN MN OP 37.1 1 39236 ARCHIEANGELIQUE# 3 LNC F 146 145 QRS QRS QRSTUV 86.9 96230 ARKULARIELYSA# 1 LNC F 101 120 J KL KL MN 56.4 75 21232 BISTAANIE# 1 LNC F 125 134 qrs QRSQRS 61 78 Nov.228 BRADYCOLE# 1 GIF M 131 130 mn qrs QRSTUV 82.7 85232 BREDEMEIERRONNIE# 5 LNC M 98 110 MN QRS QRSQRS 53.2 51230 BRITTONLANA-RAE# 1 LNC BD F 141 156 OP QRS QRSTUV x 78.2 85234 BROWNDEVON# 1 LNC M 103 145 KL KL MN OP x 44.7 28 12234 BUNDYLOGAN# 1 LNC M 60 69 HI HI J KL x 41.3 17 17230 CAMPBELLCHRISTIAN# 1 M 122 130 MN OP OP QRS 82.7 92236 CAMPOSXAIVER# 1 LNC AUT M 137 138 MN OP OP x Apr.228 CAOANNA# 4 LNC ESL F 85 107 D16 KL MN OP 39.6 42234 CEPURNIEKSBETHANY# 1 LNC F 18 40 D8 D10 D12 D16 x x 20.4 6 14234 DAVISKAYCIE# 1 F 91 110 KL KL KL MN 45.7 30
DIBELS DRA INTERVENTIONS
sample cohort DATAsample cohort DATA
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Multiple Tiers of ServiceMultiple Tiers of Service
Tier IIStrategic Intervention• 25% of student are at risk• Targeted group
intervention (Narrower focus)
• Intervention – high efficiency – rapid response
• Available in general ed settings
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Problem Solving at Tier II Problem Solving at Tier II
EvaluateEvaluate Problem AnalysisValidating Problem
Identify Variables that Contribute to Problem
Develop Plan
Problem AnalysisValidating Problem
Identify Variables that Contribute to Problem
Develop Plan
Define the ProblemDefining Problem/Directly Measuring Behavior
Define the ProblemDefining Problem/Directly Measuring Behavior
Implement PlanImplement As Intended
Progress MonitorModify as Necessary
Implement PlanImplement As Intended
Progress MonitorModify as Necessary
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Problem Solving team for Tier IIProblem Solving team for Tier II
• Professional Learning Community (PLC) A professional learning community engages all professional staff in a problem solving process for student achievement. Teams set standards for students, measure progress and make adjustments when students are not meeting goals.
• Grade/Cross Grade Teams• Interdisciplinary Teams
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Curriculum/Services Curriculum/Services What is available for “at risk” students?What is available for “at risk” students?
• Academic
• Reading Recovery• Literacy Groups• Purchased Programs
SondaySound PartnersLadders to LiteracyQuick ReadsSoar to SuccessEarly Success
• Behavioral
Counseling Groups(e.g. Anger Management
Social Skills Training)
Peer TrainingBullying Groups
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How do you measure progress for How do you measure progress for Tier II “at-risk” students?Tier II “at-risk” students?
Academic• DIBELS – Weekly
progress monitoring
• Standardized Achievement Tests• Criterion Referenced Tests (CRT)• DIBELS - Benchmarks• Health Records• Absence• Quarterly Progress Reports • (DRA/LRP)
Behavioral• Weekly intervention
data collection
• Office Discipline Referrals (ODR)• Absences Report• Health Reports
44.33
64.4
69 68.9
45
5957.7
55.4
0
20
40
60
80
Student Popoulation Referred to Support Team Evaluated for Sp. Ed. Placed in Sp. Ed.
Percen
tag
e
1997-98 2000-01
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25 2328 27
3035 37 36
41
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90
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35%
50%
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Benchmark75%
= Peer Group
= Target Student
= Aim Line
= Trend Line
65%60
%
•School-Wide Positive Behavior Support
•Grade Level Social Skill Training
Tier 1 - Universal•School-Wide Positive Behavior Support
•Grade Level Social Skill Training
Tier 1 - Universal•Small Group SST (1X/week)
•Interdependent Group Procedure
Tier 2 - Supplemental•Small Group SST (1X/week)
•Interdependent Group Procedure
Tier 2 - Supplemental
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Decision Making Tier IIDecision Making Tier II
Goal Met:• Continue intervention
until achievement gap is closed or behavior is acceptable in the school environment
Goal Not Met:• Move to Tier III for
SAT/RTI team problem solving
75%-90% of “at-risk” students are successful at this level
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Multiple Tiers of ServiceMultiple Tiers of Service
Tier IIIIntensive Intervention• 2-10% of students • Intensive individual or
small group (3 or fewer) intervention
• Intervention – high efficiency – rapid response
• Individual behavioral plan
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Problem Solving at Tier III Problem Solving at Tier III
EvaluateEvaluate Problem AnalysisValidating Problem
Identify Variables that Contribute to Problem
Develop Plan
Problem AnalysisValidating Problem
Identify Variables that Contribute to Problem
Develop Plan
Define the ProblemDefining Problem/Directly Measuring Behavior
Define the ProblemDefining Problem/Directly Measuring Behavior
Implement PlanImplement As Intended
Progress MonitorModify as Necessary
Implement PlanImplement As Intended
Progress MonitorModify as Necessary
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Problem Solving team for Tier IIIProblem Solving team for Tier III
Student Assistance Team/
Response to Intervention Team
Possible Team members:• Homeroom teacher• Parents• Special Educators• School Psychologist• Speech Therapist• Administrator
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Curriculum/Services Curriculum/Services What is available for 2-10%What is available for 2-10%
“intensive intervention” students? “intensive intervention” students?Academic• Specific teaching of
targeted deficiency
• Literacy Groups• Purchased Programs
SondaySound PartnersLadders to LiteracyQuick ReadsSoar to SuccessEarly Success
Behavioral• Individual Counseling• Mentoring• Behavior Support Plan
• Counseling Groups• (e.g. Anger Management• Social Skills Training)
• Peer Training• Bullying Groups
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How do you measure progress for How do you measure progress for Tier IIITier III
“intensive intervention” students? “intensive intervention” students?Academic• DIBELS – Weekly
progress monitoring
• Standardized Achievement Tests• Criterion Referenced Tests (CRT)• DIBELS - Benchmarks• Health Records• Absence• Quarterly Progress Reports • (DRA/LRP)
Behavioral• Weekly intervention
data collection• Behavior Rating
Scales
• Office Discipline Referrals (ODR)• Absences Report• Health Reports
44.33
64.4
69 68.9
45
5957.7
55.4
0
20
40
60
80
Student Popoulation Referred to Support Team Evaluated for Sp. Ed. Placed in Sp. Ed.
Percen
tag
e
1997-98 2000-01
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25 2328 27
3035 37 36
41 40 42 4045
5257
62
0
10
20
30
40
50
60
70
80
90
100
Sep
t
Oct
No
v
De
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Jan
Fe
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% C
om
pli
an
ce
35%
50%
55%
Benchmark 75%
= Peer Group
= Target Student
= Aim Line
= Trend Line
65%60
%
•School-Wide Positive Behavior Support
•Grade Level Social Skill Training
Tier 1 - Universal•School-Wide Positive Behavior Support
•Grade Level Social Skill Training
Tier 1 - Universal•Small Group SST (1X/week)
•Interdependent Group Procedure
Tier 2 - Supplemental•Small Group SST (1X/week)
•Interdependent Group Procedure
Tier 2 - Supplemental•Behavior Intervention Plan (BIP)
•Home-School Notes
•Individual Self-Control Training
Tier 3 - Intensive
80%75
%
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Decision Making for Tier IIIDecision Making for Tier III
Goal Met:• Continue intervention
until achievement gap is closed or behavior is acceptable in the school environment
Goal Not Met:• 4-5% of the student
population• Eligibility for Special
Education
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In Conclusion:In Conclusion:The Three Essential ComponentsThe Three Essential Components
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Stude nt Popoulation R efe rred to Support T eam Ev aluate d for Sp. Ed. Place d in Sp. Ed.
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nta
ge
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High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.
We are being asked to accomplish things we’ve never done before. When the right puzzle pieces are connected, all students can succeed.