Secondary Response to Intervention (RtI) Team Training for Grades 6-12

Secondary Response to Intervention (RtI)

Team Training for Grades 6-12

Facilitated by:Sherry Faulk, Terryl Swejk and Karen Williams

Day 2

Roles and Responsibilities

Group Norms

Facilities

Getting Started

Parking Lot RtI Toolkit

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Coming Together

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Today’s Agenda8:30 – 11:30 RtI Core Components

Data Based Decision Making

Universal Screening

11:30 – 12:30 Lunch12:30 – 3:00 Hear from the Experts

Kettering City Schools3:00 – 3:30 Team Assignment

and Evaluations

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Learning Targets – Day 2

1. Essential Component: Data Based Decision Making Understand the basics

Review school data

2. Essential Component: Universal Screening Understand the purpose for screening

Examine screening tools

3. Learn from the Experts: Kettering City Schools 5

Day #1 Team AssignmentIn assigned groups, identify:

1. Missing resources2. Repurposed resources3. New resources4. How you will integrate the information into the action plan5. Be prepared to share out one similarity and one difference

between your teams

APPLICATION

Materials Needed:1. Completed Exhibit 2-F:

District Resource Inventory2. RTI Action Plan Form

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Assign:1. Taskmaster2. Recorder3. Reporter

Assign:1. Taskmaster2. Recorder3. Reporter

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RtI Framework Component: Data-Based Decision Making

Data-Based Decision Making: The Basics1. Analyze data at all levels of RtI and all levels of

prevention (e.g., primary [Tier 1], secondary [Tier II], and tertiary [Tier III]).

2. Establish routines and procedures for making decisions including decision rules for assessing student progress.

3. Use data to compare and contrast the adequacy of the core curriculum and the effectiveness of different instructional and behavioral strategies.

4. Establish routines and procedures for sharing data.

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Data-Based Decision Making:Types of Decisions Instruction

Evaluation of effectiveness

Movement within the multi-level prevention system

Disability identification9

What Data is used in RtI?

Screening data to initially identify students at-risk

Progress Monitoring data to determine response to interventions

Outcome data to establish instructional program efficacy

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Where exactly does the data fit within the RtI process?1. Screen all students to identify suspected at-risk

students.

2. Diagnose students suspected to be at risk to confirm/disconfirm risk.

3. Provide Tier 2 interventions to at-risk students, while progress is monitored to assess response.

4. Move students who prove unresponsive to Tier 3 and provide more intensive intervention. Progress monitor to assess response.

Essentially, it’s everywhere!11

Types of Assessments

Type When? Why?Diagnostic Before Identifying skill

strengths and weaknesses

Formative During Assessment for learning

Summative After Assessment of learning

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Comprehensive Assessment Plan

Assessment

Time FrameStudents Assessed

Main Purposes

ScreeningBeginning/Middle/

End of School Year

All Students • Determine risk status• Determine instructional groups• Help teachers differentiate

instruction based upon identified instructional needs

Diagnostic (Formative)

As Needed Selected Students (when more information is needed for program planning)

• Help plan instruction• Help teachers differentiate

instruction based upon identified instructional needs

Progress Monitoring

Determined by Risk Status

Selected Students • Determine if students are making adequate progress with current instruction

• Inform schoolwide action plans

Outcome (Summative

)

End of School Year

All Students • Give school leaders and teachers feedback about the overall effectiveness of their reading program

• Inform schoolwide action plans

NCRTI Standards for Data

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In Short…Use research-based tools that have been found to demonstrate sufficient reliability and validity, have alternate forms and benchmarks, and are sensitive to student improvement. Examples include:

• Curriculum-Based Measurement (CBM)• STAR Reading, Math• AIMSWeb• Yearly Progress Pro (McGraw Hill)

Disclaimer:You want to ensure (whenever possible) cultural, linguistic and socioeconomic factors students bring to the classroom are reflected in tool selection and implementation.

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Building Data Review1. In your team, create groups of 3 or 4 2. Review AYP Workbook data3. Complete Measure Up Documentation Chart4. Identify Subgroups that need to be improved5. Be prepared to share one area where the RtI Leadership Team should focus actions

APPLICATION

Materials Needed:1. AYP Workbook 2011-20122. Measure Up on-line3. Data Documentation Form 16

Assign:1. Taskmaster2. Recorder3. Reporter

Assign:1. Taskmaster2. Recorder3. Reporter

Things to Remember with Data:Good Data IN = Good Data OUT (Know where your data came from and the validity of that data.)

Focus on ALL students (Are most students making progress?)

All instructional and curriculum decisions should be based on DATA.

Keep it simple and efficient! 17

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RtI Framework Component: Establishing the

Universal Screening Process

Universal Screening Typically administered to all students at regular

intervals

Consists of brief, practical assessments focused on target skills that are highly predictive of future outcomes

Purpose is to identify students who are at risk

Identify students’ strengths and weaknesses

Compare performances of individuals with the performance of others

Help teachers monitor students who are struggling

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Examples of Common Screening Processes

Screening: Purpose

Identifying students who are at risk for poor learning outcomes

Identifying students who need additional assessment and/or instruction

Providing data on the effectiveness of the core instruction and curriculum

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Screening: Focus

For all students, not just students who we believe may be at risk

Two-stage screening process:

1. Universal screening

2. More in-depth testing or progress monitoring for students who scored at or below the cut score

Should be an educationally valid outcome23

Screening: Tools Must choose reliable, valid tools that

demonstrate diagnostic accuracy

Must choose age-appropriate outcome measures that capture student ability

May have different screeners to assess different outcome measures

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Screening: TimeframeAt a minimum, screening should be administered more than one time per year (e.g. fall, winter, spring).

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Screening Calendar

January

September

April

Screening: Secondary Specifics

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Read Individually

Handout: pages 48 – 57

Screening: Considerations What materials are required to administer

the screening assessments? Are there accommodations for students

with special needs or language needs? What statistical software could be used

for analysis, reporting, and monitoring? What funds are available to purchase

screening tools and materials? What costs are associated with training?

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National Center on Response to Intervention

NCRTI Screening Tools Chart

http://www.rti4success.org/screeningTools

Screening: Resources

Identify Universal Screening ToolsAPPLICATION

Materials Needed:1. Universal Screening Tools for Reading &

Mathematics2. Universal Screening: Developing an

Implementation Timeline3. Users Guide to Universal Screening

Tools Chart

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1. Identify tools already being used in the school.

2. Review new screening tool possibilities for Math and Reading.

3. Be prepared to share 1-2 thoughts.

Assign:1. Taskmaster2. Recorder3. Reporter

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Dru Miller, Special Education Supervisor

Sherri Alexander, English Teacher, Kettering Fairmont High School

Carrie Hennessy, English Teacher, Kettering Fairmont High School

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Team AssignmentsAssignment #1Read Article:Showing the Relationship of RtI to Other School Initiatives. pp. 321-324

Think about:• How would this

information support RtI implementation in your building?

• Can this be incorporated into the RtI Action Plan?

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Building Your School’s Capacity to Implement RTI

Patricia Addison & Cynthia Warger, 2011

Team AssignmentsNational Center on Response to Interventionwww.rti4success.org

RTI Action Networkwww.rtinetwork.org

IDEA Partnershipwww.ideapartnership.org

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Assignment #2Research the three websites listed.

Identify:• Resources that can

be used to support RtI implementation in your building. • How these tools can

be incorporated into the RtI Action Plan.

Team AssignmentsAssignment #3Action Plan Form

Page 1: Establishing the RtI Core Team and Defining the Work

Page 2: Getting Started: Building an RtI Framework and Creating Momentum

Planning for Universal Screening Component

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Learning Targets – Day 2Did We Learn…

1. Essential Component: Data Based Decision MakingUnderstand the basics

Review school data

2. Essential Component: Universal ScreeningUnderstand the purpose for screening

Examine screening tools

3. From the Experts: Kettering City Schools35

Exit Ticket

Complete the Exit Ticket handout.

Please leave the completed form on your table.

‘Thought for the Day’“A caring, competent, and qualified teacher

for every child is the most important ingredient in education reform and, we believe, the most frequently overlooked.

Furthermore, to be effective, such teachers must work in schools and school systems that are well designed to achieve their key academic mission and to support student learning.”

What Matters Most: Teaching for America’s Future Report of the National Commission on Teaching

and America’s Future, September 199637