Rt i training module.ppt nelson

11

Response to InterventionResponse to InterventionRtIRtI

Rich Township High School District 227Rich Township High School District 227

Rich Central High SchoolRich Central High School

Rich East High SchoolRich East High School

Rich South High SchoolRich South High School

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AcknowledgementsAcknowledgements

A heartfelt thank you goes to the District RtI Leadership A heartfelt thank you goes to the District RtI Leadership Team for their commitment to the academic success of the Team for their commitment to the academic success of the

students of D227. Your dedication to the successful students of D227. Your dedication to the successful implementation of the RtI process as well as your time and implementation of the RtI process as well as your time and

hard work is applauded and appreciated!hard work is applauded and appreciated!

Rich CentralRich Central Rich EastRich East Rich SouthRich South District District OfficeOffice

Xavier Owens Sherri Birts Bridget Imoukhuede Celeste Xavier Owens Sherri Birts Bridget Imoukhuede Celeste NelsonNelson

Sherry Stokes Traci Toth Jennifer BednarczykSherry Stokes Traci Toth Jennifer BednarczykDebra Witt Bonnie Dickey Martha RagoDebra Witt Bonnie Dickey Martha RagoYvonne Lavin Amy Pequette Tracey Murray Yvonne Lavin Amy Pequette Tracey Murray David Evans Sherrie Towery Susan DouglassDavid Evans Sherrie Towery Susan Douglass

Cathy Urbonas Amy BaioCathy Urbonas Amy Baio Laura CrabbLaura Crabb

Thank you to Dr. Donna Simpson-Leak and Marda Cotton-Ramey for their Thank you to Dr. Donna Simpson-Leak and Marda Cotton-Ramey for their continued support of the RtI Initiative in District 227.continued support of the RtI Initiative in District 227.

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What is Response to Intervention?What is Response to Intervention?(RtI)(RtI)

Practice of providing high quality Practice of providing high quality instruction andinstruction and interventionsinterventions matched to student need,matched to student need,

monitoring monitoring progressprogress frequently to make frequently to make changeschanges in ininstruction or goals, andinstruction or goals, and

applying child applying child response dataresponse data to important to important educational educational decisionsdecisions..

From: From: Response to Intervention: Key Terms and Acronyms, 11/2007Response to Intervention: Key Terms and Acronyms, 11/2007

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What is RtI?What is RtI?

– Approximately two-thirds of 8Approximately two-thirds of 8thth grade and 12 grade and 12thth grade students read at less than the grade students read at less than the “proficient” level as described by the National Institute for Literacy (2006)“proficient” level as described by the National Institute for Literacy (2006)

– A full 70% of the US middle and high school students require differentiated A full 70% of the US middle and high school students require differentiated instruction (Alliance for Excellent Education for the Carnegie Corporation of New instruction (Alliance for Excellent Education for the Carnegie Corporation of New York)York)

- More than 8 million students in grades 4 – 12 are struggling readers (US DOE, 2003)More than 8 million students in grades 4 – 12 are struggling readers (US DOE, 2003)

- Students in the lowest 25 percent of their class in reading are 20 times more likely to Students in the lowest 25 percent of their class in reading are 20 times more likely to drop out than students not in this groupdrop out than students not in this group

IDEA 2004: …”early intervening services to reduce the need to label children as IDEA 2004: …”early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children…”disabled in order to address the learning and behavioral needs of such children…”

““Implementing RtI is a 3 to 5 year Implementing RtI is a 3 to 5 year effort. Your staff needs to believe effort. Your staff needs to believe that RtI is here to stay and is not the that RtI is here to stay and is not the ‘idea du jour. ’”‘idea du jour. ’”

(Hall, 2008, p. 42)(Hall, 2008, p. 42)

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What RtI is NOT:What RtI is NOT:(Shinn, 2008)(Shinn, 2008)

• It’s It’s NOTNOT about Special Education (SpEd) eligibility about Special Education (SpEd) eligibility with a new label (e.g., Pre-Referral Intervention, with a new label (e.g., Pre-Referral Intervention, Old Team – New Name)Old Team – New Name)

• It’s It’s NOTNOT about SpEd “Business as Usual” with about SpEd “Business as Usual” with programs that meet the needs of adults more programs that meet the needs of adults more than studentsthan students

• Expecting General Education Teachers to manage Expecting General Education Teachers to manage 180 different student intervention plans180 different student intervention plans

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To the man who has only a hammer To the man who has only a hammer in the toolkit…in the toolkit…

every problem begins to look like a nail..every problem begins to look like a nail..

Abraham Maslow, American Abraham Maslow, American PsychologistPsychologist

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The Purpose of RtI in Secondary School: The Purpose of RtI in Secondary School: What Students Should It Serve?What Students Should It Serve?

Early IdentificationEarly IdentificationAs students begin to show need for academic support, the RtI model proactivelyAs students begin to show need for academic support, the RtI model proactively

supports them with early interventions to close the skill or performance gap supports them with early interventions to close the skill or performance gap with peers.with peers.

Chronically At-RiskChronically At-RiskStudents whose school performance is marginal across the school years but Students whose school performance is marginal across the school years but who do not qualify for special education services are identified by the RtI Team who do not qualify for special education services are identified by the RtI Team and provided with ongoing intervention support.and provided with ongoing intervention support.

Special EducationSpecial EducationStudents who fail to respond to scientifically valid general-education Students who fail to respond to scientifically valid general-education interventions implemented with integrity are classified as ‘non-responders’ and interventions implemented with integrity are classified as ‘non-responders’ and found eligible for special education.found eligible for special education.

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Response to InterventionResponse to Intervention

Desired Student OutcomesDesired Student Outcomes Academic achievementAcademic achievement Social skill development (character education)Social skill development (character education) Self-control & self-managementSelf-control & self-management

Indicators of Maximized Student OutcomesIndicators of Maximized Student Outcomes High rates of active engagementHigh rates of active engagement High rates of correct respondingHigh rates of correct responding High number of opportunities to respondHigh number of opportunities to respond High rates of task & socially appropriate behaviorHigh rates of task & socially appropriate behavior

Indicators of Good TeachingIndicators of Good TeachingInstructional ManagementInstructional Management Behavior ManagementBehavior Management--Outcome based--Outcome based --Expected behavior & routines taught & --Expected behavior & routines taught &

practicedpracticed--Evidence-based curriculum--Evidence-based curriculum --High rates of acknowledgements for rule --High rates of acknowledgements for rule

followingfollowing--Well designed lessons--Well designed lessons behaviorbehavior--Expert presentation of lessons--Expert presentation of lessons --High rates of positive & active supervision--High rates of positive & active supervision--On going progress monitoring--On going progress monitoring ----Good instructional teachingGood instructional teaching--Good behavior management--Good behavior management

Adapted from: Kathy Lockard, Adapted from: Kathy Lockard, [email protected]@aes14.k12.ia.us

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Essential Components of RtI:Essential Components of RtI:

High quality classroom instructionHigh quality classroom instruction

Research-based instructionResearch-based instruction

Universal assessment in critical areas such as literacyUniversal assessment in critical areas such as literacy

Core curriculum that is successful for 85% of the student populationCore curriculum that is successful for 85% of the student population

Data-driven interventions that are provided with integrityData-driven interventions that are provided with integrity

Continual progress monitoring during interventionContinual progress monitoring during intervention

Ongoing review of interventions to ensure they are implemented with fidelityOngoing review of interventions to ensure they are implemented with fidelity

Use of a multi-tier model of service deliveryUse of a multi-tier model of service delivery

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Response to InterventionResponse to InterventionKey TermsKey Terms

• AccommodationAccommodationIntended to help the student to fully access and participate in the general education Intended to help the student to fully access and participate in the general education curriculum without changing the instructional content and without reducing the curriculum without changing the instructional content and without reducing the student’s rate of learning (Skinner, Pappas & Davis, 2005). It is intended to remove student’s rate of learning (Skinner, Pappas & Davis, 2005). It is intended to remove barriers to learning while still expecting that students will master the same barriers to learning while still expecting that students will master the same instructional content as their typical peers. Ex. Unmotivated students may receive instructional content as their typical peers. Ex. Unmotivated students may receive larger assignments broken into smaller ‘chunks’ and provide students with larger assignments broken into smaller ‘chunks’ and provide students with performance feedback and praise for each completed ‘chunk’ of assigned workperformance feedback and praise for each completed ‘chunk’ of assigned work

• CollaboratingCollaborating (as an instructional improvement strategy) (as an instructional improvement strategy)A collegial process wherein two or more colleagues share expertise with each other; A collegial process wherein two or more colleagues share expertise with each other; to implement instructional or behavior strategies to benefit student learningto implement instructional or behavior strategies to benefit student learning

• ConsultingConsulting (as an instructional improvement strategy) (as an instructional improvement strategy)A collegial process wherein a colleague shares expertise with another to address an A collegial process wherein a colleague shares expertise with another to address an identified needidentified need

• Core InstructionCore InstructionThose instructional strategies that are used routinely with all students in a general Those instructional strategies that are used routinely with all students in a general education setting. HQ instruction forms the foundation of RtI academic support. education setting. HQ instruction forms the foundation of RtI academic support. NOTE: these routine practices do not ‘count’ as individual student interventionsNOTE: these routine practices do not ‘count’ as individual student interventions

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• Co-teachingCo-teaching (as an instructional improvement strategy) (as an instructional improvement strategy)A collegial process wherein two colleagues share responsibility for instruction, A collegial process wherein two colleagues share responsibility for instruction, assessment, and student progress for a particular classroom of studentsassessment, and student progress for a particular classroom of students

• Curriculum Based Measurement (CBM)Curriculum Based Measurement (CBM)Tools for measuring student competency and progress in the basic skill areas of Tools for measuring student competency and progress in the basic skill areas of reading fluency, spelling, mathematics and written languagereading fluency, spelling, mathematics and written language

• Data PointsData PointsPoints on a graph that represent student achievement or behavior relative to a Points on a graph that represent student achievement or behavior relative to a specific assessment at a specific timespecific assessment at a specific time

• Differentiated InstructionDifferentiated InstructionProcess of designing lesson plans that meet the needs of the range of learners; such Process of designing lesson plans that meet the needs of the range of learners; such planning includes learning objectives, grouping practices, teaching methods, varied planning includes learning objectives, grouping practices, teaching methods, varied assignments, and varied materials chosen based on student skill levels, interest assignments, and varied materials chosen based on student skill levels, interest levels, and learning preferences; differentiated instruction focuses on instructional levels, and learning preferences; differentiated instruction focuses on instructional strategies, instructional groupings, and an array of materials.strategies, instructional groupings, and an array of materials.

• Fidelity of ImplementationFidelity of ImplementationImplementation of an intervention, program, or curriculum according to research Implementation of an intervention, program, or curriculum according to research finds and /or on developers’ specificationsfinds and /or on developers’ specifications

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• Formative /Assessment/EvaluationFormative /Assessment/EvaluationClassroom/curriculum measures of student progress; monitors progress made Classroom/curriculum measures of student progress; monitors progress made towards achieving learning outcomes; informs instructional decision makingtowards achieving learning outcomes; informs instructional decision making

• InterventionInterventionAn An instructional instructional change that is implemented with the goal of improving student change that is implemented with the goal of improving student performance and increasing academic or behavioral success. performance and increasing academic or behavioral success. Intervention always Intervention always includes instruction.includes instruction.

• Key practices in RtIKey practices in RtIPractices necessary for RtI processes to be effective:Practices necessary for RtI processes to be effective:

Using research-based, scientifically validated instruction and Using research-based, scientifically validated instruction and interventionsinterventions

Monitoring of student progress to inform instructionMonitoring of student progress to inform instructionMaking decisions based on dataMaking decisions based on dataUsing assessments for universal screening, progress monitoring, and Using assessments for universal screening, progress monitoring, and

diagnosticsdiagnostics

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• ModificationModificationA modification changes the expectations of what a student is expected to know or do – A modification changes the expectations of what a student is expected to know or do – typically by typically by lowering the academic standardslowering the academic standards against which the student is to be evaluated. against which the student is to be evaluated. Ex., a student received 5 math computation problems for practice instead of the 20 Ex., a student received 5 math computation problems for practice instead of the 20 problems assigned the rest of the class; letting the student consult course notes during a problems assigned the rest of the class; letting the student consult course notes during a test when peers are not permitted to do so; and allowing a student to select a much easier test when peers are not permitted to do so; and allowing a student to select a much easier book for a book report than would be allowed to the other students. Instructional book for a book report than would be allowed to the other students. Instructional modifications are essential elements on the IEP’s or Section 504 Plans of students with modifications are essential elements on the IEP’s or Section 504 Plans of students with special needs. special needs.

• Problem-Solving Approach to RtIProblem-Solving Approach to RtIAssumes that no given intervention will be effective for all students; generally has four Assumes that no given intervention will be effective for all students; generally has four stagesstages(problem identification, problem analysis, plan implementation, and plan evaluation); is (problem identification, problem analysis, plan implementation, and plan evaluation); is sensitive to individual student differences; depends on the integrity of implementing sensitive to individual student differences; depends on the integrity of implementing interventionsinterventions

• Progress MonitoringProgress MonitoringCollecting curriculum-based data (CBM) regularly to assess students’ academic Collecting curriculum-based data (CBM) regularly to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.implemented with individual students or an entire class.

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• Summative Assessment/EvaluationSummative Assessment/EvaluationComprehensive in nature, provides accountability and is used to check the level of Comprehensive in nature, provides accountability and is used to check the level of learning at the end of a unit of studylearning at the end of a unit of study

• Universal ScreeningUniversal ScreeningA process of reviewing student performance through formal/informal assessment A process of reviewing student performance through formal/informal assessment measures to determine progress in relation to student benchmarks; related directly measures to determine progress in relation to student benchmarks; related directly to student learning standardsto student learning standards

RTI Glossary of TermsRTI Glossary of TermsIDEA Partnership @ NASDSE 2007IDEA Partnership @ NASDSE 2007

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Benefits of RtIBenefits of RtI• Provides critical information about the instructional needs of the Provides critical information about the instructional needs of the

students, which can be used to create effective educational students, which can be used to create effective educational interventions.interventions.

• Reduces the time a student waits before receiving more intensive Reduces the time a student waits before receiving more intensive instructional assistance.instructional assistance.

• Ensures that students receive appropriate instruction, particularly Ensures that students receive appropriate instruction, particularly in core subjects, prior to labeling a student as having a disability.in core subjects, prior to labeling a student as having a disability.

• Increases the number of students who succeed within general Increases the number of students who succeed within general education, while reducing the overall number of students referred education, while reducing the overall number of students referred for special education services.for special education services.

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RtI “Pyramid of RtI “Pyramid of Interventions”Interventions”

Tier 3 Intensive InterventionsTier 3 Intensive Interventions

Students who are ‘non-responders’ toStudents who are ‘non-responders’ to

tiers 1 & 2 may be eligible for specialtiers 1 & 2 may be eligible for special

education services. Intensiveeducation services. Intensive

services (5%)services (5%)

Tier 2: Individualized InterventionsTier 2: Individualized Interventions

Subset of students receive interventionsSubset of students receive interventions

targeting specific needs. (10% - 15%)targeting specific needs. (10% - 15%)

Tier 1: Universal InterventionsTier 1: Universal Interventions

Available to all students in a classroom orAvailable to all students in a classroom or

school. Can consist of whole-group or school. Can consist of whole-group or

individual strategies or supports. (80%)individual strategies or supports. (80%)

Tier 3Tier 3

Tier 2Tier 2

Tier 1Tier 1

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Tier 1 Instruction/InterventionsTier 1 Instruction/Interventions

Tier 1 Instruction/Interventions:Tier 1 Instruction/Interventions:• Are universal – available to all studentsAre universal – available to all students• Can be delivered within the classrooms or throughout the schoolCan be delivered within the classrooms or throughout the school• Are likely to be put into place by the teacher at the first sign a student is strugglingAre likely to be put into place by the teacher at the first sign a student is struggling

All children have access to Tier 1 instruction/interventions. Teachers have the capability All children have access to Tier 1 instruction/interventions. Teachers have the capability to use those strategies without requiring outside assistance.to use those strategies without requiring outside assistance.

Tier 1 instruction/interventions encompass:Tier 1 instruction/interventions encompass:• The school’s core curriculum and all published or teacher-made materials used to The school’s core curriculum and all published or teacher-made materials used to

deliver that curriculumdeliver that curriculum• Teacher use of ‘whole-group’ teaching and management strategiesTeacher use of ‘whole-group’ teaching and management strategies• Teacher use of individualized strategies with specific studentsTeacher use of individualized strategies with specific students

• Tier 1 instruction/interventions attempt to answer the question: Tier 1 instruction/interventions attempt to answer the question: Are routine Are routine classroom instructional strategies sufficient to help the student to achieve classroom instructional strategies sufficient to help the student to achieve academic success?academic success?

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Tier 2 Supplemental (Group-Tier 2 Supplemental (Group-Based)Based)

Interventions Interventions Tier 2 interventions are typically:Tier 2 interventions are typically:

•Delivered in small-group format Delivered in small-group format

•About 15% of students in the typical school will require Tier 2/supplemental intervention About 15% of students in the typical school will require Tier 2/supplemental intervention supportsupport

•Group size limited to 4 – 7 studentsGroup size limited to 4 – 7 students

•Students should have a shared profile of intervention needStudents should have a shared profile of intervention need

•Students may receive Tier 2 interventions within their own classroomStudents may receive Tier 2 interventions within their own classroom

•The reading progress of students is monitored at least 1-2 times per monthThe reading progress of students is monitored at least 1-2 times per month

•Interventions are delivered as part of general education for 30 minutes daily in addition toInterventions are delivered as part of general education for 30 minutes daily in addition tothe Tier 1 interventions already being implementedthe Tier 1 interventions already being implemented

Source: Burns, M.K., & Gibbons, K.A. (2008). Source: Burns, M.K., & Gibbons, K.A. (2008). Implementing response-to-intervention in elementary and secondary schools. Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.Routledge: New York.

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Tier 3: Intensive Individualized Tier 3: Intensive Individualized Interventions (Problem-Solving Interventions (Problem-Solving

Protocol)Protocol)Tier 3 interventions are the most intensive offered in a school setting.Tier 3 interventions are the most intensive offered in a school setting.

Students qualify for Tier 3 interventions because:Students qualify for Tier 3 interventions because:

• They are found to have a large skill gap when compared to their class or grade peers; They are found to have a large skill gap when compared to their class or grade peers; and/orand/or

• They did not respond to interventions provided previously at Tiers 1 & 2They did not respond to interventions provided previously at Tiers 1 & 2

• Tier 3 interventions are provided daily for sessions of 30 minutesTier 3 interventions are provided daily for sessions of 30 minutes

• Student-teacher ratio is flexible but should allow the student to receive intensive, Student-teacher ratio is flexible but should allow the student to receive intensive, individualized instructionindividualized instruction

• The reading progress of students is monitored at least weeklyThe reading progress of students is monitored at least weekly

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DataData, , DataData, , DataData,, DataData, , DataData, , Data, Data, Data…Data…

• What the Data Team DoesWhat the Data Team Does*Looks at data to identify critical areas of need at the *Looks at data to identify critical areas of need at the

system level as well as the student levelsystem level as well as the student level*Uses data to inform selection of suitable interventions as *Uses data to inform selection of suitable interventions as

well as the group(s) that should receive themwell as the group(s) that should receive them*Uses data to determine a baseline measure as well as *Uses data to determine a baseline measure as well as

ongoing, periodic assessments of progress during the interventionongoing, periodic assessments of progress during the intervention

• When Does Data Work Happen?When Does Data Work Happen?*Early in the process…*Early in the process…*Baseline – before the intervention(s)*Baseline – before the intervention(s)*At regular intervals to chart progress*At regular intervals to chart progress*After the intervention(s) to assess outcomes*After the intervention(s) to assess outcomes

Courtesy of Matthew Klare, Ph.D. NDPC-SD, 209 Main Street, Clemson, SCCourtesy of Matthew Klare, Ph.D. NDPC-SD, 209 Main Street, Clemson, SC

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DataData, , DataData, , DataData,, DataData, , DataData, , Data, Data, Data…Data…

•What are Important Data?What are Important Data?Attendance – disaggregated as neededAttendance – disaggregated as neededBehavior – referrals, suspensionsBehavior – referrals, suspensionsAcademics – assessment dataAcademics – assessment data

Remember, When Tracking Discipline Data…Remember, When Tracking Discipline Data…Number per dayNumber per day Infraction typeInfraction typeTime of dayTime of day LocationLocationTeacher/gradeTeacher/grade Individual studentsIndividual students

Courtesy of Alan Coulter, Ph.DCourtesy of Alan Coulter, Ph.D

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Struggling Students - Available Struggling Students - Available

DataData •Identify whether the problem is academic and/or behaviorIdentify whether the problem is academic and/or behavior

•Develop an intervention to address the problemDevelop an intervention to address the problem

•Data should be collected and graphed for a minimum of 4 - 6 weeks Data should be collected and graphed for a minimum of 4 - 6 weeks with with at least 6 data points at least 6 data points

Available DataAvailable Data--Historical grades/transcript information--Historical grades/transcript information --Medical--Medical

--Student Classification--Student Classification --Attendance--Attendance

--EPAS test scores (EXPLORE, PLAN, ACT)--EPAS test scores (EXPLORE, PLAN, ACT) --Discipline--Discipline

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Historical GradesHistorical Grades• Log into PowerSchoolLog into PowerSchool• Click on “Staff” and enter student nameClick on “Staff” and enter student name• Click on “Historical grades”Click on “Historical grades”

• E1: First semester examE1: First semester exam• E2: Second semester examE2: Second semester exam• P1: First quarter midtermP1: First quarter midterm• P2: Second quarter midtermP2: Second quarter midterm• P3: Third quarter midtermP3: Third quarter midterm

Q1: First quarterQ1: First quarter Q2: Second quarterQ2: Second quarter Q3: Third quarterQ3: Third quarter Q4: Fourth quarterQ4: Fourth quarter S1: Final semester 1 gradeS1: Final semester 1 grade S2: Final semester 2 gradeS2: Final semester 2 grade S3: Summer School Session 1S3: Summer School Session 1 S4: Summer School Session 2S4: Summer School Session 2

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EPAS Test Scores EPAS Test Scores (EXPLORE, PLAN, ACT)(EXPLORE, PLAN, ACT)

• TheThe EXPLORE EXPLORE is the first test in the series which is used as is the first test in the series which is used as our placement exam for incoming freshmenour placement exam for incoming freshmen

• The The PLANPLAN is administered to all second year students is administered to all second year students

• The The ACT ACT is the third and final exam in the series which is is the third and final exam in the series which is administered to juniors. This test is used by colleges and administered to juniors. This test is used by colleges and universities to determine admission. universities to determine admission.

Access to Test DataAccess to Test Data• Log into PowerSchoolLog into PowerSchool

• Click on “Staff” and enter student nameClick on “Staff” and enter student name

• Click on “EPAS test scores” to view historical test dataClick on “EPAS test scores” to view historical test data

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EPAS Test Scores EPAS Test Scores (EXPLORE, PLAN, ACT)(EXPLORE, PLAN, ACT)

EXPLOREEXPLORE

BenchmarBenchmarkk

PLANPLAN

BenchmarBenchmarkk

ACT ACT BenchmarBenchmar

kk

EnglishEnglish 1313 1515 1818

MathMath 1717 1919 2222

ReadingReading 1515 1717 2121

ScienceScience 2020 2121 2424

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Medical DataMedical Data

Medical DataMedical Data• Log into PowerSchoolLog into PowerSchool

• Click on “Staff” and enter student nameClick on “Staff” and enter student name

• Click on caduceus (medical symbol)Click on caduceus (medical symbol) --This will inform you of any medical condition --This will inform you of any medical condition

that you should be aware of for the student. that you should be aware of for the student. --This includes information such as additional --This includes information such as additional

passing time needed.passing time needed.

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Attendance and Discipline DataAttendance and Discipline Data

Attendance DataAttendance Data

Contact your Attendance Clerk for quarter or semester attendance Contact your Attendance Clerk for quarter or semester attendance data. Historical attendance data may be acquired from the district data. Historical attendance data may be acquired from the district technology team.technology team.

Discipline DataDiscipline Data

SWIS -SWIS - SSchool-chool-WWide ide IInformation nformation SSystemystem

• Provides individual/grade level discipline dataProvides individual/grade level discipline data

• Office referrals/suspension dataOffice referrals/suspension data

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Discipline DataDiscipline DataSWISSWIS

SSchool chool WWide ide IInformation nformation SSystemystem

Average Referrals Per Day

Per Month

Referrals by Problem Behavior

Referrals by Location Referrals by Time

Referrals by Student

The Big Five Reports

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Importance of Progress MonitoringImportance of Progress Monitoring

• What is it?What is it?--a scientifically based practice used to assess students’ academic a scientifically based practice used to assess students’ academic

performance and evaluate the effectiveness of the instruction they are receiving. It performance and evaluate the effectiveness of the instruction they are receiving. It can be implemented with individual students or an entire class.can be implemented with individual students or an entire class.

• How is it used?How is it used?-helps make important decisions about the student based on academic -helps make important decisions about the student based on academic

performance on a regular basis (weekly)performance on a regular basis (weekly)

-student’s current levels of performance are determined and goals are -student’s current levels of performance are determined and goals are identified for learning that will take place over timeidentified for learning that will take place over time

-progress toward meeting the goals is measured by comparing expected -progress toward meeting the goals is measured by comparing expected and actual rates of learningand actual rates of learning

-based on these measurements, teaching is adjusted as needed-based on these measurements, teaching is adjusted as needed

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Progress MonitoringProgress Monitoring (cont’d)(cont’d)

• What are the benefits of progress monitoring?What are the benefits of progress monitoring?

– Accelerated learning because students are receiving more Accelerated learning because students are receiving more appropriate instructionappropriate instruction

– More informed instructional decisionsMore informed instructional decisions

– Documentation of student progress for accountability purposesDocumentation of student progress for accountability purposes

– More efficient documentation w/families and other More efficient documentation w/families and other professionals about students’ progressprofessionals about students’ progress

– Higher expectations for students by teachersHigher expectations for students by teachers

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What Does Progress Monitoring Look What Does Progress Monitoring Look Like?Like?• AcademicallyAcademically

– Multiple forms of same quizMultiple forms of same quiz

– % homework completed% homework completed

– Multiple forms of college-readiness quizzes for Multiple forms of college-readiness quizzes for a a specific disciplinespecific discipline

– Common district assessmentsCommon district assessments

– Standardized testsStandardized tests

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What Does Progress Monitoring Look What Does Progress Monitoring Look Like?Like?

• BehaviorallyBehaviorally

– Tally marks for a particular behaviorTally marks for a particular behavior

– Behavior check listBehavior check list

– Weekly behavior sheetWeekly behavior sheet

– Daily (or weekly) behavior point systemDaily (or weekly) behavior point system

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Progress Monitoring – Behavioral Progress Monitoring – Behavioral ExampleExample

EXAMPLE:EXAMPLE:

Behavior:Behavior: leaving seat during class time leaving seat during class time

Behavior Definition:Behavior Definition: being at least one foot away from desk/seat being at least one foot away from desk/seat during class, anytime after tardy bell rings. Includes times when during class, anytime after tardy bell rings. Includes times when student has asked for permission to leave seat.student has asked for permission to leave seat.

Time Period:Time Period: Math in class assignment from 9:00 – 9:30 am Math in class assignment from 9:00 – 9:30 am

DateDate Time PeriodTime PeriodBeginning/ending Beginning/ending timestimes

RecordingRecordingTally every time Tally every time behavior occursbehavior occurs

Total # of times Total # of times behavior occurredbehavior occurred

11/5/0911/5/09 1111 11111111 1111 88

11/611/6 1111 1111 11111 1111 1 99

11/711/7 1111 1111 1111111 1111 111 1111

11/811/8 1111111111 55

11/911/9 1111 1111111 111 7 7

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Example – Behavior Report CardExample – Behavior Report CardStudent_______________________ Teacher___________________Grade Level_______Student_______________________ Teacher___________________Grade Level_______

Directions: Review each of the Behavior Report Card items below. For each item, rate Directions: Review each of the Behavior Report Card items below. For each item, rate the degree to which the student showed the behavior or met the behavior goal.the degree to which the student showed the behavior or met the behavior goal.

DateDate

Behavior TargetBehavior Target

___/___/______/___/___

MM___/___/______/___/___

TT___/___/______/___/___

WW___/___/______/___/___

ThTh___/___/______/___/___

FF

____wrote down homwork assignmts____wrote down homwork assignmts

correctly/completely.correctly/completely.

Select degree to which goal was Select degree to which goal was met..met..

1..2..3../4..5..6../7..8..91..2..3../4..5..6../7..8..9 Never/Seldom Sometimes Never/Seldom Sometimes Usually/AlwaysUsually/Always

_____ pts_____ pts _____ pts_____ pts _____ pts_____ pts _____ pts_____ pts _____ pts_____ pts

____turned in completed hmwk on ____turned in completed hmwk on time.time.

Select degree to which goal was Select degree to which goal was met..met..



____focused attention on teacher in-focused attention on teacher in-

structions/classrm lessons/assigned structions/classrm lessons/assigned wrk.wrk.



Next goal…Next goal…

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Documenting Progress Documenting Progress MonitoringMonitoring

• Most academic progress-monitoring would Most academic progress-monitoring would be documented in PowerSchool as a log be documented in PowerSchool as a log entry as well as being reflected in entry as well as being reflected in GradebookGradebook

• Behavioral progress monitoring can be Behavioral progress monitoring can be done by log entries as well as a behavior done by log entries as well as a behavior chartchart

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Graphing ResultsGraphing ResultsWhen progress monitoring data is collected it can When progress monitoring data is collected it can

be graphed to show progress be graphed to show progress

0

10

20

30

40

50

60

1stweek

3rdweek

5thweek

% homeworkcompleted

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Graphing ResultsGraphing Results

0

5

10

1520

25

30

35

40

1stweek

2ndweek

3rdweek

4thweek

5thweek

6thweek

# of timesredirected

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RtI Team Member RolesRtI Team Member Roles

• Coordinator: (Associate Principal) Coordinator: (Associate Principal) – Ensures the day to day operations of the team Ensures the day to day operations of the team

are are maintained.maintained.– Reviews teacher referrals and assigns a team to Reviews teacher referrals and assigns a team to

manage the referralmanage the referral– Ensures that an administrator is present at the Ensures that an administrator is present at the

referral meetingreferral meeting– Organizes the scheduling of referrals and Organizes the scheduling of referrals and

problem-problem- solving teams, maintains a solving teams, maintains a master EXCEL master EXCEL spreadsheet of all spreadsheet of all referred studentsreferred students

– Ensures that roles rotate for each meetingEnsures that roles rotate for each meeting

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RtI Team Member RtI Team Member RolesRoles• Facilitator: (Rotating role)Facilitator: (Rotating role)

– Guides the team through the stages of the problem-Guides the team through the stages of the problem-solving processsolving process

– Checks for agreement between team members at Checks for agreement between team members at important discussion points during the meetingimportant discussion points during the meeting

– Maintains control of the meeting (requesting that Maintains control of the meeting (requesting that participants not engage in side-bar conversations, focus participants not engage in side-bar conversations, focus on problem-solving discussions that can be controlled not on problem-solving discussions that can be controlled not those out of reach)those out of reach)

• Recorder: (Rotating role)Recorder: (Rotating role)– Creates a record of the meeting, including a detailed plan Creates a record of the meeting, including a detailed plan

for the intervention and progress-monitoringfor the intervention and progress-monitoring– Asks the team for clarification as needed regarding key Asks the team for clarification as needed regarding key

pointspoints– Meets with the student prior to the referral meeting to Meets with the student prior to the referral meeting to

complete the student interview question sheetcomplete the student interview question sheet

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RtI Team Member RolesRtI Team Member Roles• Timekeeper: (Rotating role)Timekeeper: (Rotating role)

– Monitors the time allocated for each stage of the Monitors the time allocated for each stage of the meetingmeeting

– Schedules the location of the meetingSchedules the location of the meeting– Notifies team members/parent/student/teacher of time, Notifies team members/parent/student/teacher of time,

location and date of referral meetinglocation and date of referral meeting

• Case Liaison: (Rotating role)Case Liaison: (Rotating role)– Supports the referring teacher throughout the problem-Supports the referring teacher throughout the problem-

solving processsolving process– Completes the Completes the Data Collection FormData Collection Form for the initial for the initial

referral meetingreferral meeting– E-mails referred student’s teachers for additional E-mails referred student’s teachers for additional

documentation/commentsdocumentation/comments– Checks in with the teacher after the meeting to ensure Checks in with the teacher after the meeting to ensure

that he/she is able to implement the intervention plan that he/she is able to implement the intervention plan developed at the meetingdeveloped at the meeting

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RtI Referral ProcessRtI Referral Process

1.1. After utilizing Tier 1 strategies, student shows to still be at risk-After utilizing Tier 1 strategies, student shows to still be at risk-

teacher refers student to Associate Principal. (teacher refers student to Associate Principal. (Student-At-Risk Student-At-Risk referral form)referral form)

2. AP reviews referral/transfers to RtI Problem Solving Team. 2. AP reviews referral/transfers to RtI Problem Solving Team. (PST) (PST) Pre-Screening Team Meeting Consultative ProcessPre-Screening Team Meeting Consultative Process sheet) sheet)

This will result in one of the following:This will result in one of the following:

3.3. Referral Referral declineddeclined – given to Instructional Leader who suggests – given to Instructional Leader who suggests additional instructional strategies.additional instructional strategies.

4.4. Referral Referral acceptedaccepted - the case liaison reviews student - the case liaison reviews student cumulative folder. (cumulative folder. (Cumulative Folder Cumulative Folder form)form)

5.5. PST Team meets to review student information and sets PST Team meets to review student information and sets date/time of initial meeting.date/time of initial meeting.

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RtI Referral ProcessRtI Referral Process6.6. Initial team meeting held w/referring Initial team meeting held w/referring

teacher/parent/student Required paperwork includes:teacher/parent/student Required paperwork includes:RtI Team Meeting Forms: RtI Team Meeting Forms: Cover Sheet, Introductory Script, RtI Cover Sheet, Introductory Script, RtI

Team: Initial Meeting MinutesTeam: Initial Meeting Minutes

Student Intervention Plan (4-6 weeks) given to Student Intervention Plan (4-6 weeks) given to teacher/parent, team completes teacher/parent, team completes DebriefingDebriefing form. form.

Follow-up meeting date/time is set. Referral process = 10 Follow-up meeting date/time is set. Referral process = 10 days.days.

7.7. Teacher completes Teacher completes Review of Progress Monitoring DataReview of Progress Monitoring Data portion of the portion of the Student Intervention PlanStudent Intervention Plan and submits to and submits to team prior to follow-up meeting date.team prior to follow-up meeting date.

8.8. Follow-up meeting with the teacher/parent/student held Follow-up meeting with the teacher/parent/student held with data presented. Determination made to with data presented. Determination made to adjust/maintain current plan. (adjust/maintain current plan. (The Follow-Up Meeting The Follow-Up Meeting Evaluation Plan Effectiveness)Evaluation Plan Effectiveness)

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RtI Referral ProcessRtI Referral Process

9.9. If intervention plan is successful, progress monitoring/data If intervention plan is successful, progress monitoring/data collection continues-reconvene only if necessary.collection continues-reconvene only if necessary.

10.10. If intervention plan is unsuccessful as evidenced by data, If intervention plan is unsuccessful as evidenced by data, reconvene, review and revise as necessary. If lack of reconvene, review and revise as necessary. If lack of success continues, refer for Tier 3 interventions.success continues, refer for Tier 3 interventions.

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Steps in the Initial RtI Steps in the Initial RtI MeetingMeeting• Step 1 – Assess Teacher Concerns (5 minutes)Step 1 – Assess Teacher Concerns (5 minutes)

• Step 2 – Review Baseline or Background Data (5 minutes)Step 2 – Review Baseline or Background Data (5 minutes)

• Step 3 - Select Target Teacher Concerns (5-10 minutes)Step 3 - Select Target Teacher Concerns (5-10 minutes)

• Step 4 - Set Academic and/or Behavioral Outcome Goals/Methods for Step 4 - Set Academic and/or Behavioral Outcome Goals/Methods for Progress Monitoring (5 minutes)Progress Monitoring (5 minutes)

• Step 5 -Design an Intervention Plan (15-20 minutes)Step 5 -Design an Intervention Plan (15-20 minutes)

• Step 6 – Plan for How Information Will Be Shared w/Student’s Parents (5 Step 6 – Plan for How Information Will Be Shared w/Student’s Parents (5 minutes)minutes)

• Step 7 – Review Intervention and Monitoring Plans (5 minutes)Step 7 – Review Intervention and Monitoring Plans (5 minutes)

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Practice Tier 1 InterventionsPractice Tier 1 Interventions

• ActivityActivity

--Count off into teams of 4 --Count off into teams of 4 --Select four Tier 1 student situations (time dependent)--Select four Tier 1 student situations (time dependent)--Recommend five Tier 1 interventions that a teacher may implement --Recommend five Tier 1 interventions that a teacher may implement immediately immediately withinwithin his/her classroom his/her classroom --May utilize RtI resource materials--May utilize RtI resource materials--Chart answers on chart paper/markers--Chart answers on chart paper/markers

• Time limit: 4 minutes each sampleTime limit: 4 minutes each sample

• Two team members rotate to the right after the 2nd situationTwo team members rotate to the right after the 2nd situation• Complete the other 3 student situationsComplete the other 3 student situations• 4 minutes each; chart answers4 minutes each; chart answers • Large group sharingLarge group sharing

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Sample Cases – Accept or Sample Cases – Accept or Decline?Decline?

• The following slides will present 2 cases The following slides will present 2 cases referred to the RtI Team in your referred to the RtI Team in your building.building.

• As a team member, would youAs a team member, would you

ACCEPTACCEPT or or DECLINEDECLINE them? them?

YOU DECIDE…YOU DECIDE…

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Case Study #1 Case Study #1

Student Name: Student Name: Jane SmithJane Smith

Grade : Grade : 1212 Campus: Campus: RCRC DOB: DOB: 4/1/924/1/92

Referring Teacher: Referring Teacher: Ms. JonesMs. Jones Class: Class: ScienceScience

Parent/Guardian: Parent/Guardian: Mrs. June SmithMrs. June Smith Phone: Phone: 555-1234555-1234

Address: Address: 1201 Justamere Road1201 Justamere Road

Reason for Referral (Primary Concern)Reason for Referral (Primary Concern) AcademicAcademic

Description of concern from referring teacher:Description of concern from referring teacher:

Student is unsuccessful on exams and quizzes. The student is Student is unsuccessful on exams and quizzes. The student is unable to retain information or apply information to a new unable to retain information or apply information to a new situation. Behavior is excellent. Student does try situation. Behavior is excellent. Student does try (unsuccessfully) to complete assignments on time.(unsuccessfully) to complete assignments on time.

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What are the student’s academic and/or behavioral skills as What are the student’s academic and/or behavioral skills as compared to those of an average student in your classroom?compared to those of an average student in your classroom?Behavior is average. Academic is below average. She is Behavior is average. Academic is below average. She is

motivated, however her inability to apply the information and motivated, however her inability to apply the information and difficulty with math have caused serious academic issues.difficulty with math have caused serious academic issues.

In what situations does the problem occur most often? In what situations does the problem occur most often? Entire class if math is involved or the class is applying a concept.Entire class if math is involved or the class is applying a concept.

In what situations does the problem occur least often?In what situations does the problem occur least often?Performing a well structured laboratoryPerforming a well structured laboratory

What are the student’s strengths, talents, or specific interests?What are the student’s strengths, talents, or specific interests?The student is motivated to learn and recognizes she has The student is motivated to learn and recognizes she has

difficulty. She works hard but is still struggling.difficulty. She works hard but is still struggling.

Parent contact on 11/18/09, 12/10/09, and 2/10/10Parent contact on 11/18/09, 12/10/09, and 2/10/10

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First targeted intervention:First targeted intervention:• Extended teaching time: Use of “break and branch” D.I. strategy Extended teaching time: Use of “break and branch” D.I. strategy

from 2/22/10 to present.from 2/22/10 to present.

Observable Reaction/Result:Observable Reaction/Result:• Student works with teacher on most assignments for the entire Student works with teacher on most assignments for the entire

period. When the student is repeatedly prompted and period. When the student is repeatedly prompted and encouraged, she can be successful that day.encouraged, she can be successful that day.

Measurable Data & Date:Measurable Data & Date:• Exam 17%, 35%Exam 17%, 35%• Quizzes 10%, 15%Quizzes 10%, 15%• In-class assignment 100%In-class assignment 100%

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Second targeted intervention:Second targeted intervention:• Alternative assignments from 1/21/10 to 2/9/10 and 2/26/10 Alternative assignments from 1/21/10 to 2/9/10 and 2/26/10

to 3/16/10to 3/16/10

Observable Reactions/Results:Observable Reactions/Results:• Basic assignments with less problems and less conversions were Basic assignments with less problems and less conversions were

utilizedutilized

Measurable Data & DateMeasurable Data & Date• Exams 17%, 35%Exams 17%, 35%• Quizzes 10%, 15%Quizzes 10%, 15%• In-class assignments 100%In-class assignments 100%

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Third targeted intervention:Third targeted intervention:• Buddy system from 1/11/10 to presentBuddy system from 1/11/10 to present

Observable Reactions/Results:Observable Reactions/Results:• Student was paired with a straight A peer for the entire period to Student was paired with a straight A peer for the entire period to

provide support. In-class assignments were not completed but provide support. In-class assignments were not completed but what was finished was correct.what was finished was correct.

Measurable Data & DateMeasurable Data & Date• Exams 17%, 35%Exams 17%, 35%

• Quizzes 10%, 15%Quizzes 10%, 15%

• In-class Assignments 60%In-class Assignments 60%

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Data GraphData Graph

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Questions to evaluateQuestions to evaluate

• Were the parents/guardian contacted?Were the parents/guardian contacted?

• Were three Were three targetedtargeted interventions interventions utilized?utilized?

• Were the interventions in place more Were the interventions in place more than 4 weeks in time?than 4 weeks in time?

• Did the teacher provide at least 6 Did the teacher provide at least 6 data points in their graph?data points in their graph?

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Student Name:Student Name: Joe JonesJoe Jones

Grade :Grade : 99 Campus:Campus: RCRC DOB:DOB: 4/1/944/1/94

Referring Teacher:Referring Teacher: Ms. SmithMs. Smith Class:Class: ScienceScience

Parent/Guardian:Parent/Guardian: Mrs. Julie JonesMrs. Julie Jones Phone:Phone: 555-1234555-1234

Address:Address: 1201 Justamere Road1201 Justamere Road

Reason for Referral (Primary Concern)Reason for Referral (Primary Concern)Academic and BehavioralAcademic and Behavioral

Description of concern from referring teacher:Description of concern from referring teacher:

Student is currently failing science (as well as all other classes). Student Student is currently failing science (as well as all other classes). Student has numerous absences. Student tries to be well behaved but has numerous absences. Student tries to be well behaved but struggles not only with self-control but also applying math concepts in struggles not only with self-control but also applying math concepts in relation to his science classrelation to his science class..

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What are the student’s academic and/or behavioral skills as compared to What are the student’s academic and/or behavioral skills as compared to those of an average student in your classroom?those of an average student in your classroom?The student is below average academically and below average in attendance.The student is below average academically and below average in attendance.

In what situations does the problem occur most often?In what situations does the problem occur most often?Any situation, it is ongoing.Any situation, it is ongoing.

In what situation does the problem occur least often?In what situation does the problem occur least often?The student is struggling in every area of the course.The student is struggling in every area of the course.

What are the student’s strengths, talents, or specific interests?What are the student’s strengths, talents, or specific interests?The student is well mannered and wants to learn on most days but I believe The student is well mannered and wants to learn on most days but I believe

he feels overwhelmed due to the gaps in attendance and difficulty with he feels overwhelmed due to the gaps in attendance and difficulty with math.math.

Parent contact on: 1/23/10, 2/22/10, and 3/10/10Parent contact on: 1/23/10, 2/22/10, and 3/10/10

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First targeted intervention:First targeted intervention:• Organizational guidance was provided from 1/11/10 to presentOrganizational guidance was provided from 1/11/10 to present

Observable Reactions/Results:Observable Reactions/Results:• The student had assignments but had still not completed them. The student had assignments but had still not completed them.

Measurable Data & Date:Measurable Data & Date:

• Exams 10%, 8%Exams 10%, 8%


• In-class 25% In-class 25%

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Second Targeted Intervention:Second Targeted Intervention:• Extra time for guided practice from 1/11/10 to 1/22/10Extra time for guided practice from 1/11/10 to 1/22/10

Observable Reactions/Results:Observable Reactions/Results:• The student was allowed an extra day to complete all The student was allowed an extra day to complete all

assignments. Still they were not completed.assignments. Still they were not completed.

Measurable Data and Date:Measurable Data and Date:• Exams 10%, 8%Exams 10%, 8%


• In-class 25%In-class 25%

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Third targeted intervention:Third targeted intervention:• Student was provided extra credit opportunities on 1/23/10 and Student was provided extra credit opportunities on 1/23/10 and

2/23/102/23/10

Observable Reactions/Results:Observable Reactions/Results:• Student did not complete either assignment.Student did not complete either assignment.

Measurable Data and Date:Measurable Data and Date:• Exams 10%, 8%Exams 10%, 8%


• In-class 25%In-class 25%

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Questions to evaluateQuestions to evaluate

• Were the parents/guardian contacted?Were the parents/guardian contacted?

• Were three Were three targetedtargeted interventions interventions utilized?utilized?

• Were the interventions in place more Were the interventions in place more than 4 weeks in time?than 4 weeks in time?

• Did the teacher provide at least 6 Did the teacher provide at least 6 data points in their graph?data points in their graph?

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RtI Training – Afternoon ActivitiesRtI Training – Afternoon Activities• Lunch – 30 minutesLunch – 30 minutes

• Role playing…Role playing…• Practice Referral Meeting – 4 volunteer team members, referring teacher, parent, Practice Referral Meeting – 4 volunteer team members, referring teacher, parent,

studentstudent--pre-meeting…accept or deny; review paperwork, *brainstorm interventions --pre-meeting…accept or deny; review paperwork, *brainstorm interventions --hold referral meeting, follow meeting protocol, develop intervention plan--hold referral meeting, follow meeting protocol, develop intervention plan

• Practice referral meetings: (two cases)Practice referral meetings: (two cases)--four teams of four--four teams of four--1 teacher, 1 PPS person, 1 administrator, 1 other--1 teacher, 1 PPS person, 1 administrator, 1 other--conference room, board room, training room--conference room, board room, training room--pre-meeting…accept or deny; review paperwork, *brainstorm for --pre-meeting…accept or deny; review paperwork, *brainstorm for

interventionsinterventions--hold referral meeting, follow meeting protocol, develop --hold referral meeting, follow meeting protocol, develop

intervention planintervention plan

• Rotate roles for each meetingRotate roles for each meeting

• Entire group reconvenes at 3:00 pm in Training Room to debriefEntire group reconvenes at 3:00 pm in Training Room to debrief

*Use of District resource materials*Use of District resource materials

Created by: Celeste M. Nelson and the District 227 RtI Leadership Team, 2010Created by: Celeste M. Nelson and the District 227 RtI Leadership Team, 2010

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Finals Thoughts…Finals Thoughts…

““If we always remember what’s best If we always remember what’s best for the student sitting in the chair, for the student sitting in the chair, then we’ll always make the right then we’ll always make the right decisions.”decisions.”

Alexa Posny, 2009Alexa Posny, 2009

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Thank you for your Thank you for your attention and attention and

participation in participation in today’s sessions!today’s sessions!

Rt i training module.ppt nelson

Education

high school students

special education students

thgrade students

rti team

students of d227

atrisk students

unmotivated students

rti model