Post on 30-May-2018
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RtI2
Response to Instruction and Intervention
Day 3
Wednesday, December 2, 2009
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WelcomeSchool-Based Leadership Team
Local District 4 Cohort I Schools
Bancroft MSBurbank MS
Irving MSLe Conte MS
Virgil MS
Eagle RockHSFranklin HS
Alexandria ES Lockwood ESCahuenga ES Melrose ESCarthay Center ES Plasencia ESDel Olmo ES Politi ESDorris Place ES San Pascual ES
Esperanza ES Selma ESGardner ES UnionESGarvanza ES VineStreet ESGratts ES White ESKingsley ES
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Community Builder
Two Things
With the people at your table find:
1. Something you all have in common thatis not work related.
2. Something that makes each of youunique.
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Day 3 Goals School-Based Leadership Teams will be
able to analyze problems to formulateverifiable hypotheses.
Ability to engage in instructional analysis
Ability to identify problem (review of day 2)
Ability to gather information to define theproblem
Ability to generate and validate hypotheses
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SBLT Survey Questions
1. How closely do you think your SBLTs results willmatch that of your staff?
2. Did your schools beliefs change from the pretest tothe posttest? If yes, in what areas did the greatestchange occur?
3. What do you think these changes mean in thecontext of implementing a PS/RtI2 model at yourschool?
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What we see dependsWhat we see dependsmainlymainly
on what we look for.on what we look for.
JohnLubbock
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Review Good FirstInstruction
ld like every other person at your table to please st
one who is standing, please take a seat at a nearbysure there is at least one secondary personch table.
ld like every other person at your table to please st
one who is standing, please take a seat at a nearbysure there is at least one secondary personch table.
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Good First Instruction
Curriculum/Content
Instruction/Pedagogy
Learner Environment
Looks Like Looks Like
Sounds Like Sounds Like
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Three-Tiered Model of School Supports & the Problem-Solving Process
Tier 3: IntensiveInterventionsIndividual and verysmall groups ofstudents who needintensive individualizedinterventions. Mostfrequent assessmentand narrowest focus ofcurriculumunlessalternate core protocolis used.
Tier 2:
Strategic/Supplemental InterventionsSmall groups ofstudents who needmore support inaddition to the corecurriculum. Morefrequent assessment,
narrower range ofcurriculum and moreminutes than Tier 1.
Tier 1: CoreCurriculumAllstudents, including
students who requirecurricular
BEHAVIOR SYSTEMSTier 3: IntensiveInterventionsIndividual and verysmall groups ofstudents who needintensive individualizedintervention. Mostfrequent assessmentand most focusedcurriculum.
Tier 2:Strategic/Suppleme
ntal InterventionsSmall groups ofstudents who needmore support inaddition to school-wide
positive behaviorprogram. Morefrequent data
collection, morefocused curriculum andmore minutes thancore.
Tier 1 CoreCurriculumAll
students in all settings.Least Frequent data
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System Prior to Change
Special Education
General Education
Sea of Ineligibility
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Changing Special Education:Bridging the Gap
Special Education
General Education
Targeted Instruction
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Response toInstruction/Intervention
Is it working?
Problem AnalysisProblem AnalysisWhy is it occurring?
Problem IdentificationProblem IdentificationWhat is the problem?
Intervention DesignWhat are we going to do
about it?
Problem-Solving Process
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Steps in the Problem-SolvingProcess
1. PROBLEM IDENTIFICATION Data- current level of performance Data- benchmark level(s) Data- peer performance Data- GAP analysis Identify replacement behavior
2. PROBLEM ANALYSIS Generate hypotheses Develop predictions
3. INTERVENTION DEVELOPMENT Develop interventions in those areas for which data are available
and hypotheses verified Proximal/Distal Implementation support
4. RESPONSE TO INTERVENTION (RtI2) Frequently collected data Type of response- good, questionable, poor
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Criteria Required forProblem Identification Benchmark/Desired Level
Current Level of Functioning
Peer Performance
Gap Analysis
Replacement Behavior
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0
10
20
30
40
50
60
70
80
90
100
0 1 2 3 4 5 6 7 8 9 10 11 12
Problem Identification ReviewGrade Level Data
Peers
Benchmark
69%
Class
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Independent Practicewith Problem Identification
With your team, review your data.Use the graphic organizer to identify a
problem.
Record your findings.
Compare this process to a protocol you
already have in place and currently useto look at data.
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Break Out
Elementary In this room
Secondary Terrace room
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Steps in the Problem-SolvingProcess
1. PROBLEM IDENTIFICATION Identify replacement behavior Data- current level of performance Data- benchmark level(s) Data- peer performance Data- GAP analysis
2. PROBLEM ANALYSIS Generate hypotheses Develop predictions
3. INTERVENTION DEVELOPMENT Develop interventions in those areas for which data are available
and hypotheses verified Proximal/Distal Implementation support
4. RESPONSE TO INTERVENTION (RtI2) Frequently collected data Type of Response- good, questionable, poor
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Steps in the Problem-SolvingProcess: Problem Analysis
2. PROBLEM ANALYSIS
Generate hypotheses Develop predictions Validate the hypotheses
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The Role of Assessmentin Problem Analysis
Completing problem analysisactivities will
enable the team to answer:
Why is there a difference betweenwhat is expected and what isobserved? That is, why is thereplacement behavior not occurring?
What is the most likely reason?
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Steps in Problem Analysis Step One - Gather known and unknown
information in the areas of curriculum, instruction,learner and environment (Fact finding)
Step Two -Apply professional knowledge of content
(Content knowledge) Step Three- Generate hypotheses and predictions
(Assumed causes) Step Four - Validate hypotheses (Record results of
data collection) Step Five - Link assessment to intervention
(Indicate and write the intervention to beimplemented)
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Generate Hypotheses
Developing Assumed Causes
Develop evidence-basedstatements
about WHYa problem isoccurring.
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Generate Hypotheses
Hypotheses
Are developed to determine reasons for why thereplacement behavior is not occurring
Should be based on research relevant to thetarget skills
Focus on alterable variables
Should be specific, observable, and measurable
Should lead to intervention
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Test
Curriculum-basedBehavior Rating ScalesNorm-referencedCriterion-referenced
Observe
Student-StudentStudent-TeacherParent-Child
InterviewTeacherParents/GuardiansChild
Counselor/PSA
ReviewTest QuestionsCumulative FoldersWork Samples
Curriculum
Fact Finding Sources
Generating a Hypothesis
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Generating a HypothesisStatement
(What are possible causes?)Identify knowninformationabout theidentifiedproblem.
Discardirrelevant
information.
Gatherunknown
informationwith additional
RIOTprocedures.
Make hypothesis and prediction
The problem is occurring because _________.If ____________ would occur, then the problemwould be reduced.
NO
YES
Do you haveenough
information toidentifypossiblecauses?
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Hypothesis/PredictionStatement
The problem is occurring because
________(hypothesis)____________________.
If ____(prediction)_____ would occur,then the
problem would be reduced.
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Validate Hypotheses
Problem Analysis is the process ofgathering information in the domains of
instruction, curriculum,environment and the learner (ICEL)through the use ofreviews,interviews, observations, and tests
(RIOT) in order to evaluate theunderlying causes of the problem. Thatis, to validate hypotheses.
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Purpose of Assessment inProblem Analysis
Assessment should link to instruction for thepurpose of designing an educational intervention.
The focus should be on collecting information thatwill lead us to decisions about:
what to teach (curriculum)
andhow to teach (instruction)
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Areas of Influence in ProblemSolving
Instruction
CurriculumEnvironment
Learner
What is being taught
How we teach what isbeing taught
Context where learningis to occur
Characteristics intrinsic to theindividual in relation tothe concern
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HYPOTHESISDOMAINS
Examples
IInstruction
Frequency of interaction, Reinforcement,Presentation Style
C
Curriculum
Difficulty, Duration, Format, Relevance
EEnvironment
Peers (Expectations, Reinforcement, Values,Support), Classroom (Rules, Distractions, Seating,
Schedule), Home/Family Support
LLearner
Skills, Motivation, Health
Domains forHypotheses
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Convergent Data from MultipleSources
Learner
Curric
ulumInst
ruction
Environme
nt
Why is the problemhappening?
RIOTRIOT
RIOT
RIOT
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DOMAINS R
Review
I
Interview
O
Observe
T
Test
IInstruction
C
Curriculum
EEnvironment
LLearner
Domains for
Assessment
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Steps in the Problem-SolvingProcess: Problem Analysis
2. PROBLEM ANALYSIS Generate hypotheses Validate the hypotheses Develop predictions
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Group Discussion
Compare this process of
analyzing problems to howyour team currentlyaddresses struggling
learners.
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Planning Time
Use the worksheet providedtohelp guide your planningsession.
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Closure
Next meeting:
Date: March 4, 2010Location: Pickwick Gardens
Time: 8:00 a.m. 3:00 p.m.
Evaluations