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Small School RTI

Problem Solving Individual Students

• Be affirmed for your good practices.• Be reminded of things you used to do

but forgot about.• See things that you already do, now

use and can expand on.• See things that are new and you would

like to try.

Session Outcomes

• Problem Solving Framework– Problem Identification– Problem Analysis– Plan Development– Plan Implementation and Evaluation

• ICEL– Instruction– Curriculum– Environment– Learner

Review from Previous Sessions

• 4 Types of Assessment– Screening– Diagnostic– Progress Monitoring– Mastery/Outcome

• Standards of Practice– Instruction– Curriculum– Environment (Schedules)

Review from Previous Sessions

Schedule Option #190 Minute Block + Intervention Block

Time (approx) Who’s with the teacher What are the others doing?

20 3rd grade + 1 4th Independent Tasks

20 4th grade Independent Tasks

10 Whole group (comprehension)

20 5th grade Independent Task

20 Intervention (1 4th, 1 5th) Partner reading

10 Whole Group (Writing)

10 Skill Group Computer

10 Skill Group Computer

Total Time = 120 Minutes

Schedule Option #2Total of 120 Minutes

• If your last name starts with A-F please respond to this question in the chat box.

• Share some phrases that describe new learning and take away ideas.

Idea Sharing

Improved Student

Achievement

1. Problem Identification

What is the problem?

Step 1: Problem Identification

Discrepancy between Current Performance & Expected Performance

A problem is defined as a discrepancy, using data/evidence, between:


Current performance

Expected performance Problem Definition

Calculating magnitude of discrepancy (using national norms)

Absolute discrepancy:

Discrepancy Ratio:


Expected performance Current performance–

÷Larger Number Smaller Number

72 wcpm (Winter 2nd Grade) 32 wcpm

=

=-40 wcpm

–

72 wcpm (Winter 2nn Grade) 32 wcpm÷2.25 times

discrepant

Problem Definition & Target Skill

Problem Definitions should be:

1. Objective – observable and measurable2. Clear – passes “the stranger test”3. Complete – includes examples (and non-

examples when necessary) and baseline data


Harry (2nd grader) is currently reading a median of 44 words correct per minute (wcpm) with 83% accuracy when given 2nd grade level text. He also answers an average of 3/10 comp questions correct on weekly in-class tests. The expectation for 2nd grade is an average of 85 wcpm with 97% accuracy on 2nd grade text. Expectations for success on weekly tests is 7 out of 10.

Problem Definition: Example

Harry struggles with being a fluent reader and is not meeting the 2nd

grade reading benchmark. He makes a lot of mistakes and is currently reading at a 1st grade level. He also has difficulties answering comprehension questions at grade level and does poorly on his weekly reading tests.

Problem Definition: Non-Example

• Replacement Skill or Target Behavior

– What would it look like if this student were successful?

– What would we prefer the student do, instead of the problem behavior?


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Idea Sharing

The Problem Solving Process

Improved Student

Achievement

2. Problem Analysis

1. Problem Identification

Why is the problem

occurring?

The WHY should always drive the WHAT

Step 2: Problem AnalysisPlan

DevelopmentProblem

Identification

Problem Analysis

Instruction: Curriculum:

Environment: Learner:

Student Learning

How you teach What you teach

Where you teach Who you teach

When it comes to problem analysis, just remember…

Instruction: Curriculum:


Hypothesis Development

? ?

? ?

RI O T

RIOT

- Review - Interview- Observe- Test

Hypothesis DevelopmentInstruction: Curriculum:


INSTRUCTIONInstruction: Curriculum:


? ?

? ?

“It is clear that the program is less important than how it is delivered, with the most impressive gains associated with more intensity and an explicit, systematicdelivery”

Fletcher & colleagues, 2007

When it comes to interventions…

Instructional Factors

REVIEWREVIEW INTERVIEWINTERVIEW OBSERVEOBSERVE TESTTEST

Instruction: Examples

Who knows…? I do, we do, y’all do, you do

1-2 OTR’s/min 8-12 OTR’s/min

<50% errors corrected

95-100% errorscorrected

Targets for Intervention

• Is attendance consistent?• Is instruction explicit?• Is there a high rate of student

opportunities to respond?• Is corrective feedback consistently

provided?

Evaluating INSTRUCTION


OBSERVEOBSERVE

REVIEWREVIEW

• Is attendance consistent?– Students cannot benefit from instruction they

do not receive.– How many instructional sessions (core &

interventions) have students attended?


REVIEWREVIEW

Vocabulary

28/30 = 93%

Phonics 14/30 = 47%

REVIEWREVIEW

• Is instruction explicit?• Is there a high rate of student

opportunities to respond?• Is corrective feedback consistently

provided?


OBSERVEOBSERVE

1-2 OTR’s/min 8-12 OTR’s/min

Activity Observed (Total time)

Student Opportunities to Respond

Student Errors Errors Corrected

Small group direct instruction10 minutes

IIII IIII IIII IIII IIII IIII IIII IIIIIIII IIII IIII IIIIIIII IIII IIII IIIIII 82

IIII IIII IIII IIIIIII

23

IIII

4Notes: Lots of explicit modeling and guided practice. Pacing: 82 OTR’s in 10 minutes = 8.2 OTR’s per minuteCorrective Feedback: 4 out of 23 errors corrected = 17% of errors corrected


OBSERVEOBSERVE

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Idea Sharing

CURRICULUMInstruction: Curriculum:


? ?

? ?

Curriculum: Examples

Frustrational (<80%)

Instructional (>80-90%)

Weak (<80%) Strong (>80%)

Targets for ChangeNot matched to need Matched to need

Evaluating CURRICULUM

1. Is it matched to the student’s skill need?

1. Is it at the right difficulty level for the student to learn (accuracy)?

2. Is it being delivered with fidelity?


REVIEWREVIEW

1. Matching data to skill need......

CurriculaCore instruction/Small group

Intervention

• Counting & Cardinality

• Operations & Algebraic Thinking

• Number & Operation in Base 10

• Measurement & Data• Geometry

• Number Sense • Procedural Fluency

Important Areas of Math Focus

VocabularyMaking Meaning

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingAccuracy &

Fluency

Reading Skills/Needs Build on Each Other

Com

prehension

Words missed per page when accuracyis…

95% 98% 99%The Secret Life of Bees 7th Grade

18.5 7.4 3.6

My Brother Sam is Dead 5-6th grade

15 6 3

The Magic School Bus 2nd – 3rd grade

6 2.4 1.2

Phonics and accuracy are important

Richard Allington

Avoiding Curricular Chaos






OBSERVE

OBSERVE REVIEWREVIEW

Activity Observed (Total time)

Student Opportunities to Respond

Student Errors Errors Corrected

Intervention –small group direct instruction10 minutes

IIII IIII IIII IIII IIII IIII IIII IIIIIIII IIII IIII IIIIIIII IIII IIII IIIIII 82

IIII IIII IIII IIIIIII

23

IIII

4Notes: Lots of explicit modeling and guided practice. Pacing: 82 OTR’s in 10 minutes = 8.2 OTR’s per minuteCorrective Feedback: 4 out of 23 errors corrected = 17% of errors correctedStudent Accuracy: 59/82 answers correct = 71%

Student Accuracy: Observation

OBSERVEOBSERVE

66%

Student Accuracy: Work Sample

REVIEWREVIEW

If the student is not accurate, determine if the cause is the instruction, the curriculumor both.

Right Difficulty Level

Curriculum InstructionMatched to studentneed?

Is instruction explicit?• Modeling• Guided practice?• Corrective feedback?• Independent practice?• SIOP or GLAD strategies

used?






OBSERVE

OBSERVE

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Idea Sharing

• ICEL & RIOT– Instruction– Curriculum

• Next/Last Webinar– January 12th

– Content • ICEL & RIOT• Plan Development• Plan Implementation and Evaluation

In Conclusion

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