Responsiveness to Instruction North Carolina Problem Solving Model Problem Solving Model Session 1/4.

Responsiveness to Responsiveness to InstructionInstruction

North Carolina North Carolina

Problem Solving ModelProblem Solving Model

Session 1/4Session 1/4

RESPONSIVENESS TO RESPONSIVENESS TO INSTRUCTIONINSTRUCTION

RTI typically addresses student needs through tiers of increasingly intensive instructional interventions. Whether for early intervening.

RTI is a focus on…. RTI is a focus on….

… … intervention vs. what is wrong with childintervention vs. what is wrong with child… … solutions rather than problemssolutions rather than problems… … addressing the needs of all students addressing the needs of all students … … positive outcomes for all studentspositive outcomes for all students… … all educators being responsible for all childrenall educators being responsible for all children

RTI is born…….RTI is born…….The legislationThe legislation

Where did RTI come fromWhere did RTI come fromReauthorization of Individuals with Disabilities Reauthorization of Individuals with Disabilities

Education Act (“IDEA”) – December 2004 Education Act (“IDEA”) – December 2004 • IDEA calls for:IDEA calls for:

– A requirement for the use of scientifically A requirement for the use of scientifically based reading instructionbased reading instruction

– Evaluation of how well a student responds Evaluation of how well a student responds to interventionto intervention

– An emphasis on data for decision makingAn emphasis on data for decision making• The LEA --not required to use discrepancy –The LEA --not required to use discrepancy –

the old way the old way • LD identification- LEA may use a process LD identification- LEA may use a process

which determines if a child responds to a which determines if a child responds to a scientific, research based interventionscientific, research based intervention

NCLBNCLB

No Child Left Behind of 2001No Child Left Behind of 2001

• NCLB requires that states submit evidence NCLB requires that states submit evidence of how they will instruct and assess of how they will instruct and assess student reading across the five domains student reading across the five domains identified by the National Reading Panel identified by the National Reading Panel (progress monitoring)(progress monitoring)

• NCLB requires at least a three tier NCLB requires at least a three tier prevention model: primary, secondary, prevention model: primary, secondary, tertiarytertiary

Fundamental Principles of RTIFundamental Principles of RTI

High quality instructionHigh quality instruction An instructional processAn instructional process

FrequentFrequent AssessmentAssessment Progress monitoringProgress monitoring

Data-based decision makingData-based decision making

Decisions driven by the dataDecisions driven by the data

What does it Look LikeWhat does it Look Like

Why it’s so GREAT !!!Why it’s so GREAT !!!

• early identification early identification

• research-based research-based interventionsinterventions

• progress monitoringprogress monitoring

• multi-tieredmulti-tiered

• utilizes the problem-solving utilizes the problem-solving modelmodel

North Carolina Problem Solving ModelNorth Carolina Problem Solving Model

In plain English,In plain English,RTI:RTI:

• addresses the needs of ALL addresses the needs of ALL students having difficultystudents having difficulty

• focuses on the solution focuses on the solution rather than the problemrather than the problem

• focuses on the intervention focuses on the intervention rather than what is wrong rather than what is wrong with the studentwith the student

Collective ResponsibilityCollective Responsibility

RTI is a school-wide initiative RTI is a school-wide initiative whereas ALL educators share whereas ALL educators share

responsibility for ALL responsibility for ALL students.students.

Catawba County SchoolsCatawba County Schools 8 Non-negotiables 8 Non-negotiablesof the RTI/PSM Modelof the RTI/PSM Model1.1. Universal ScreeningUniversal Screening2.2. Multiple Layers of InterventionsMultiple Layers of Interventions3.3. Progress Monitoring SystemProgress Monitoring System4.4. Problem Solving TeamsProblem Solving Teams5.5. AimswebAimsweb6.6. Research-Based InterventionsResearch-Based Interventions7.7. FidelityFidelity8.8. Professional DevelopmentProfessional Development

Universal ScreeningUniversal Screening

• ““Well checks”Well checks”

• Three times a yearThree times a year

• StandardizedStandardized

(K-2) Tier 1(K-2) Tier 1PaperworkPaperworkParent NotificationParent Notification

Catawba County Schools Tier 1/Problem Solving

Parent Notification

Student:_________________________ School:_____________________________ Date:________________ Dear:____________________________ We plan to begin a screening process for ________________________so that we can better understand his/her instructional needs and offer suggestions about ways to address those needs. The screening process may include one or more of the following:

1. Use of various classroom interventions 2. Vision, hearing and health screening 3. Classroom observation 4. Review of school records 5. Speech-language screening 6. Curriculum-Based Measure (CBM) 7. Informal reading, math and/or written language inventories

After screenings are completed, we would like to meet with you to discuss his/her school performance. If we determine additional assistance is needed for your child to be successful in school, we would like your assistance in developing an intervention plan. Your involvement is very important. The instructional plan will include activities to do home as well as at school. If you have any questions, please contact _______________________at_____________. Thank you for all you do. We look forward to working with you to help your child be successful. Sincerely, ___________________________ Principal/Designee

(K-2) Tier 1 Paperwork (K-2) Tier 1 Paperwork pg. pg. 11

Catawba County Schools Tier 1 / Problem-Solving Plan

School: _______________________________ Student Name: NCWISE/SIMS# Date:

Teacher: DOB: Grade: Retention(s) - Specify Grade Level(s):

Attendance for last five years: Present/Enrolled

Grade Level ____ Grade Level ____ Grade Level ____ Grade Level ____ Grade Level ____

Area(s) of Concern (attach PEP or Instructional Consultation Student Documentation Form, if available) Language Arts ___ Phonemic Awareness ___ Word Identification ___ Sight Word Vocabulary ___ Reading Comprehension ___ Reading Fluency ___ Written Expression ___ Writing Mechanics ___ Writing Conventions ___ Other

Math Weaknesses ___ Basic Math Facts ___ Computation ___ Problem-Solving ___ Word Problems ___ Geometry ___ Measurement ___ Probability/Data ___ Analysis ___ Other

Behavioral Concerns ___ Noncompliance ___ Motivation ___ Attention span ___ Peer relationships ___ Withdrawn/moody ___ Overactive ___ Verbally aggressive ___ Physically aggressive ___ Other

Other Concerns ___ Medical (area: __________________) ___ Motor Skills ___ Speech/Language ___ Social Skills ___ Withdrawn/Moody ___ Anxiety ___ Vision ___ Hearing ___ Other

Current Levels

Reading: Math: Writing: Date of Vision Screening: Results: Far: Near:

EOG Scores

Grade ____ Grade ____ Grade ____ Date of Hearing Screening: Results:

Name and Address of Parent/Guardian: Phone #:

Services Received: _____ Small Group Instruction _____ Individual Instruction _____ Counseling _____ Title I _____ 504 Accommodations _____ Community Services _____ ESL/LEP/ELL _____ Occupational Therapy _____ Speech/Language Therapy _____ Physical Therapy _____ EC Services _____ Reading and/or _____ Math _____ Tutoring _____ Other (please specify: ______________________________________________)

Additional Comments/Information/Teacher Observations:

(K-2) Tier 1 Paperwork (K-2) Tier 1 Paperwork pg. pg. 22

Catawba County Schools Tier 1 / Problem-Solving Plan

School: _______________________________ Student Name: DOB: Date of conference: NCWISE/SIMS#

Describe Parental Concerns:

Define the problem (What’s the problem?) Problem Analysis (Why is the problem occurring?) Hypothesis How is the student performing in comparison to his/her peers? Plan Development and Implementation (Specify the instructional plan, including a measureable goal statement. Implementation specifics: Who? When? What? Parent involvement in plan?) Baseline (current level of performance): Benchmark (desired level of performance):

Beginning Implementation Date:

_____________________________________ ________________ _____________________________________ ________________ Teacher Signature Date Parent Signature Date

_____________________________________ ________________ _____________________________________ _________________ Name / Title Date Name / Title Date

Date for next review:

(K-2) Tier 1 Paperwork (K-2) Tier 1 Paperwork pg. 3pg. 3

Catawba County Schools Tier 1 / Problem-Solving Plan

Second Contact School: ________________________________ Instructional Plan Results: (Did it work?) Attach progress monitoring data.

Decision: Date of Decision: Continue Instructional Plan Modify Plan; How? Discontinue Plan Move to Tier 2/Problem-Solving

Rationale for Decision:

Meeting Notes:

Signature of Attendees

_____________________________________ ________________ _____________________________________ ________________ Teacher Signature Date Parent Signature Date

_____________________________________ ________________ _____________________________________ ________________ Name / Title Date Name / Title Date

Date for next review:

Complete this page during Plan Review.

Today’s Date: ___________________

Multiple Layers of Multiple Layers of InterventionIntervention• Increasing intensity by: Increasing intensity by:

• (a) using more teacher-centered, systematic, (a) using more teacher-centered, systematic, and explicit (e.g., scripted) instruction; and explicit (e.g., scripted) instruction;

• (b) conducting it more frequently;(b) conducting it more frequently;

• (c) adding to its duration; (c) adding to its duration;

• (d) creating smaller and more homogenous (d) creating smaller and more homogenous student groupings; orstudent groupings; or

• (e) relying on instructors with greater (e) relying on instructors with greater expertise.expertise.

Research Based Research Based InterventionsInterventions

• Research-based Research-based interventionsinterventions have many have many characteristics that characteristics that include:include:

• Used with a large sample Used with a large sample size size

• is documented in peer-is documented in peer-reviewed literature*reviewed literature*

• a demonstrated correlation a demonstrated correlation between the intervention between the intervention and student progressand student progress

• recommendations for how recommendations for how to deliver the intervention to deliver the intervention with fidelitywith fidelity

• Non-research-based Non-research-based interventionsinterventions include those include those that:that:

• are theoretically driven but are theoretically driven but have no supporting datahave no supporting data

• are based on individual are based on individual teacher experience but teacher experience but have no supporting datahave no supporting data

• have a small sample size have a small sample size (n)(n)

• have no “track record” in have no “track record” in peer-reviewed literaturepeer-reviewed literature

Progress MonitoringProgress MonitoringCurriculum Based Curriculum Based

MeasurementMeasurement

What is it?What is it?

• Formative assessmentFormative assessment• Assess student progress or Assess student progress or

performance in those areas in which performance in those areas in which they were identified by universal they were identified by universal screening as being at-risk for failurescreening as being at-risk for failure

• Guides instruction; data drivenGuides instruction; data driven• Sensitive to evidence growth in short Sensitive to evidence growth in short

period of timeperiod of time

If student fails to RESPONDIf student fails to RESPOND

• Increase the intensity of the Increase the intensity of the interventionintervention

• Change the intervention Change the intervention

• Increase the frequency Increase the frequency

Progress Monitoring ElementsProgress Monitoring Elements

• Must be available in alternate formsMust be available in alternate forms

• Comparable in difficulty and Comparable in difficulty and conceptualization, and conceptualization, and

• Representative of the performance Representative of the performance desired at the end of the yeardesired at the end of the year

What and WhyWhat and Why

• FrequentFrequent

• ShortShort

• Goal DirectedGoal Directed

• Instruction linkInstruction link

• Skill specificSkill specific

• Very sensitive to change vs. Very sensitive to change vs. standardized testing standardized testing

How It is UsedHow It is Used

CBM is a form of classroom assessment that 1. Can measure academic competence in reading,

spelling, and mathematics; 2. Improves student achievement .3. Tracks academic development 4. Achievement deficit identified5. Progress monitor weekly for “deficient”6. Monthly for “emerging” (strategic monitoring)

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Melissa Smart

Formative Evaluation—Is data enough?

Formative Evaluation: Is data and a goal enough?

Formative Evaluation: Are data, goals & trends enough?

Formative Evaluation is Impossible without all data:Goals Make Progress Decisions Easier

Improving the Process of Setting Goals for Formative Evaluation

Set a few, but important goals.

Ensure goals are measurable and linked to validated formative evaluation practices.

Base goal setting on logical educational practices.

FIDELITYFIDELITY

• Standardized ScreeningsStandardized Screenings

• Instruction and interventions Instruction and interventions implemented as statedimplemented as stated

• Tier process implemented equally Tier process implemented equally across the countyacross the county

SSTSSTStudent Success TeamStudent Success Team

K-2K-2

• Universal ScreeningUniversal Screening• Tier 1 – involves only teacher and Tier 1 – involves only teacher and

parent (do paperwork)parent (do paperwork)• Interventions – at least 4 weeksInterventions – at least 4 weeks• Progress monitoring – 1/wk.Progress monitoring – 1/wk.• Review – could continue at Tier 1, Review – could continue at Tier 1,

could move to Tier 2could move to Tier 2• Tier 2 – involves teacher, parent Tier 2 – involves teacher, parent

and another specialist (do and another specialist (do paperwork)paperwork)

• Interventions – at least 4 weeksInterventions – at least 4 weeks• Progress Monitor – more Progress Monitor – more

frequently frequently • Review – could continue at Tier 2, Review – could continue at Tier 2,

if being successful, could go back if being successful, could go back to Tier 1, or could move to Tier 3to Tier 1, or could move to Tier 3

3-63-6

• Student strugglingStudent struggling

• PEP – involves only teacher PEP – involves only teacher and parentand parent

• Interventions – at least 4 Interventions – at least 4 weeksweeks

• Review – could continue Review – could continue interventions, could refer to interventions, could refer to SST SST

• If referred to SST, the PEP is If referred to SST, the PEP is the referral paperworkthe referral paperwork

• SST could recommend SST could recommend additional weeks of additional weeks of interventions or could interventions or could recommend a referral to MDTrecommend a referral to MDT

SSTSSTStudent Success Team Student Success Team con’tcon’t

• Tier 3 – involves teacher, parent, Tier 3 – involves teacher, parent, other specialist and SST other specialist and SST

• Have pre-parent planning Have pre-parent planning meeting to begin paperworkmeeting to begin paperwork

• Parent conferenceParent conference

• Interventions – at least 4 weeksInterventions – at least 4 weeks

• Progress monitor – even more Progress monitor – even more frequentlyfrequently

• Review – could continue at Tier Review – could continue at Tier 3, if being successful could go 3, if being successful could go back to Tier 2, or could move to back to Tier 2, or could move to Tier 4 Tier 4

• Tier 4 – involves teacher, Tier 4 – involves teacher, parent , other specialist and SST parent , other specialist and SST – decision could be made to – decision could be made to continue interventions for continue interventions for another 4 weeks or refer to MDT another 4 weeks or refer to MDT (do paperwork)(do paperwork)