Nuts and Bolts of Progress Monitoring Laura Boynton Hauerwas Kristen Matthes May 31, 2006.
Everything You Always Wanted to Know about Problem Solving and Response to Intervention… Dont be...
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![Page 1: Everything You Always Wanted to Know about Problem Solving and Response to Intervention… Dont be Afraid to Ask! Laura Boynton Hauerwas, Ph.D. Ina S. Woolman.](https://reader035.fdocuments.net/reader035/viewer/2022062417/5514d379550346b0478b50c6/html5/thumbnails/1.jpg)
Everything You Always Wanted to Know about Problem Solving and
Response to Intervention…
Don’t be Afraid to Ask!Laura Boynton Hauerwas, Ph.D. Ina S. Woolman Providence College RI Department of Education
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Response to Intervention (RTI)
What is it?• a problem-solving philosophy• an intervention system• a way to monitor progress • a shared responsibility
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RTI: a problem solving philosophy
If a student isn’t performing as expected, we will change what WE’RE doing …
and continue problem solving until we find what works.
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What is problem-solving?
1. Problem Identification
2. Problem Analysis
3. Plan Development
4. Plan Implementation
5. Plan Evaluation
ReviseModify
IntensifyWith Expanding Support
A decision making process
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What is the discrepancy between what
is expected and what is occurring?
1. Problem Identification
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Why is the problem occurring?
2. Problem Analysis
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What is the goal?What is the intervention plan?
How will progress be monitored?
3. Plan Development
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How will implementation fidelity be ensured?
4. Plan Implementation
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Did the student(s) respond to the intervention?
5. Plan Evaluation
CELEBRATE?
REVISE?MODIFY?INTENSIFY?WITH EXPANDED SUPPORT?
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Carrying out Interventions and utilizing data are inseparable in the problem-solving process
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RTI: an intervention system
• School-wide system• Foundational curriculum• Variety of Interventions• Systematic Assessment Plan • Data-based decision making
process
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First Floor -Primary
• All students• Comprehensive core
curriculum• Differentiated Instruction• Flexible grouping• Benchmark assessments 3
times a year• Preventive and proactive
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The Roof -SecondaryPrograms, strategies,
procedures to enhance and support primary program
a. Focused group and individual interventions
b. High efficiency, short term
c. Progress Monitoring assessments twice a month
d. 10-15% of students
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The Chimney - Tertiary
Different
ArchitectureSchedulingDelivery
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What is an intervention?
Instruction that supplements and intensifies classroom curriculum/instruction to meet student need Academic or Behavioral Standard Protocol or Individualized
All interventions must have plan of implementation, criteria for successful response, assessment to monitor progress
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Response to Intervention… are we there yet?
Instruction
Intervention
What’s next?
Intervention
Intervention Consider adding
Special Educationsupport
RegularEducation
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What do you mean by intensifying an intervention?
Professional
Curricular Focus
Specialization of Instruction
Frequency of Progress Monitoring
Classroom Teacher
5 areas
Differentiated Instruction
3 times a year
Teacher with specific
expertise
Less than 5
Task Analysis
Multiple opportunities for Guided Practice
Monthly or
greater
Specialist
2 or less
Systematic Instructional
Sequence
Extensive opportunities for
feedback
Weekly
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“Never argue with the data”Let it drive your decisions
• Teachers use assessments as formative tools to inform instruction
• School administrators use assessment data to help teachers meet the needs of students by providing necessary staff development and changes in curriculum
• Teachers use progress monitoring assessments to determine if students are responding to instruction and intervention
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Using Progress Monitoring Data to Chart
RTI
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Grouping students for instruction based on student skill,
monitoring their progress over small periods of time,
adjusting instruction based on the data and providing kids feedback on their performance
…
one of the most powerful sets of educational practices that exists.
~Dan Reschly
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Impact of RTI on Student Learning
Treatment/Intervention Effect Size
Special Education Placement -.14 to .29
Modality Matched Instruction (Auditory) +.03
Modality Matched Instruction (Visual) +.04
Curriculum-Based Instruction/ Graphing and Formative Evaluation
+.70
Curriculum-Based Instruction, Graphing, Formative Evaluation and Systematic use of Reinforcement
+1.00
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Questions YOU need to ask about data tools
Does your district assessment plan include progress monitoring tools that give you the information you need?
Do you have a way to efficiently manage and graph student progress data?
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Where do we find out more about tools to monitor
progress?
http://www.studentprogress.org http://www.interventioncentral.org http://www.aimsweb.com http://dibels.uoregon.edu/ http://pals.virginia.edu/
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How do you coordinate all this?
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RTI: a shared responsibility
• This is about each and every …– Student, class, school and
district
• For district-wide success, it needs to be everybody’s business
•Michigan Teacher Network at michiganteacher.net
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Expanding Circle of Support
School-Based Problem Solving TeamEL Teacher
Special EducatorsSchool Psychologists-Diagnosticians
Special Education
StudentsTeachersParents
Reading SpecialistCounselor
Other Specialists
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Lessons learned about Teaming:
• Problem solving = seen as neither a general educator or a special educator process … but an “EVERY EDUCATOR” process
• Flexible scheduling needed to allow for team participation and provision of interventions by needed education and support personnel
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More lessons learned about Teaming:
• Buildings may have one or more “teams” -functions and membership of support team(s) vary as appropriate:– During the process– Depending on purpose– Depending on student characteristics and need
• Support may begin in grade-level meetings or other collegial gatherings
• Building administrator involvement is essential
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Don’t be afraid to ask…
Contacts:• Listserv – send an email request to
• Laura Boynton Hauerwas, Ph.D.Professor of Education Providence College, Chair – State Learning Disabilities Committee, Facilitator – PLUS Demonstration Schools [email protected]
• Ina S. Woolman RI Dept. of Education, Office of Special Populations, Staff – State Learning Disabilities Committee,Member – PLP Committee [email protected]