Small School RTI Problem Solving Individual Students
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
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• 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:
Step 1: Problem Identification
Current performance
Expected performance Problem Definition
Calculating magnitude of discrepancy (using national norms)
Absolute discrepancy:
Discrepancy Ratio:
Step 1: Problem Identification
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
Step 1: Problem Identification
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?
Step 1: Problem Identification
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• Share some phrases that describe new learning and take away ideas.
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:
Environment: Learner:
Hypothesis Development
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ICEL
RI O T
RIOT
- Review - Interview- Observe- Test
Hypothesis DevelopmentInstruction: Curriculum:
Environment: Learner:
INSTRUCTIONInstruction: Curriculum:
Environment: Learner:
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“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
REVIEWREVIEW INTERVIEWINTERVIEW OBSERVEOBSERVE TESTTEST
OBSERVEOBSERVE
REVIEWREVIEW
• Is attendance consistent?– Students cannot benefit from instruction they
do not receive.– How many instructional sessions (core &
interventions) have students attended?
Evaluating INSTRUCTION
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?
Evaluating INSTRUCTION
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
Evaluating INSTRUCTION
OBSERVEOBSERVE
REVIEWREVIEW INTERVIEWINTERVIEW OBSERVEOBSERVE TESTTEST
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Idea Sharing
CURRICULUMInstruction: Curriculum:
Environment: Learner:
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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 INTERVIEWINTERVIEW OBSERVEOBSERVE TESTTEST
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
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 INTERVIEWINTERVIEW OBSERVEOBSERVE TESTTEST
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?
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 INTERVIEWINTERVIEW OBSERVEOBSERVE TESTTEST
OBSERVE
OBSERVE
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• Share some phrases that describe new learning and take away ideas.
Idea Sharing
• ICEL & RIOT– Instruction– Curriculum
• Next/Last Webinar– January 12th
– Content • ICEL & RIOT• Plan Development• Plan Implementation and Evaluation
In Conclusion