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Transcript of Pyramid Response to Intervention Day 2. Pyramid Response to Intervention Day 2 Overview Check-in,...
Pyramid Response to Intervention
Day 2 Overview
Check-in, review of Day 1 A deeper look at RTI Examining the models Team Time–Refining your POI Activity
– Take one essential learning “All the Way Through.” Team Time–Refining your POI
– Guided practice Wrap-up
Pyramid Response to Intervention
Clarity
What has become clearer about PLCs, RTI, or POI
since 8:00 a.m. yesterday?
Pyramid Response to Intervention
Counselors – Where Do We Fit In?
Best Practice/Research-Based Prevention and Intervention for School Counselors– Indiana DOE– http://www.doe.state.in.us:80/sservices/counselin
g/best_practice.html
Center for School Counseling Outcome Research– http://www.umass.edu/schoolcounseling/
Pyramid Response to Intervention
Austin’s Info
http://homepage.mac.com/abuffum/FileSharing2.html– Folder “San Diego 3-16-09”– Password = “soltree”
Pyramid Response to Intervention
Problem Solving
Problem identification– How do you know when it is occurring?– How will you know when improvement is made?
Problem analysis– Designing interventions based on assessments
Plan implementation– Implementing and monitoring interventions
Plan evaluation– Did it work? Where are we?
Pyramid Response to Intervention
Universal Screening
Short, quick, easy-to-administer probes– Aligned to curriculum– Measure basic academic skills
Documents whether a child is on track 3 times/year (fall, winter, spring)
Individual student data can be utilized to validate the effectiveness of interventions. Is the gap closing?
Pyramid Response to Intervention
15
80% of your students should be here.
15% of your students should be here.
5% of your students should be here.
Three-Tier Model of School Supports
Pyramid Response to Intervention
3rd Grade Math Addition and Subtraction 0-18
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Pyramid Response to Intervention
3rd Grade Addition and Subtraction 0-18
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Pyramid Response to Intervention
Universal Screening
Curriculum-based measurement (CBM) is the recommended tool to identify students who are at-risk and require intervention.
CBM is a technically sound and thoroughly researched progress monitoring system.
Pyramid Response to Intervention
Universal Screening
Results from nearly 30 years of research Is used in schools across the country Demonstrates strong reliability and validity Is used with all children to determine whether
they profit from typical instruction Is used with failing children to enhance
instructional programs
Pyramid Response to Intervention
Concepts and Applications
Ben’s concepts and applications test – Ben answered 21
blanks correctly in 8 minutes.
– Ben’s CBM score is 21.
Pyramid Response to Interventions CBM Probes
• It was raining outside, and there was nothing for Norman to do 12• “I have the most boring life,” he moaned, as he plopped down on the couch. 27• Just as he switched on the television, the power went out. Watching a blank 41• television was not something Norman wanted to do. He looked around at the 54• four dismal walls that kept him out of the rain. 64• “Now what am I going to do?” 71• “You could tidy up your room” his mom suggested, “ or organize your room. 84• Your closet is a disaster, Norman. I’m actually frightened of what you might 97• find in there. You haven’t cleaned it in a decade. 107• There was nothing Norman could say after his mom made up her mind. 121• He was going to have to clean out his closet. 131• The only problem was that Norman couldn’t even open his closet door. 143
– The student read 72 WRC/ 8 errors
Pyramid Response to Intervention
Universal Screening
At secondary level, screening tools should: Identify students who require further assistance. Be practical. Generate positive outcomes by accurately
identifying students without consuming resources that could be put to better use.
(Jenkins, 2003)
Pyramid Response to Intervention
Universal Screening
Tools to Consider– DIBELS (Dynamic Indicators of Basic Early Literacy
Skills) (http://dibels.uoregon.edu)
– STEEP (System to Enhance Educational Performance) (www.isteep.com)
– AIMSweb (www.aimsweb.com)
– Curriculum-Based Measurement Warehouse (www.interventioncentral.org)
– Measures of Academic Performance (www.nwea.org)
Pyramid Response to Intervention
Activity
What universal screening tools will be used to assess all student in reading, writing, and math?
Who will administer these assessments? When will the assessments be administered?
Pyramid Response to Intervention
Progress Monitoring
Used to assess students’ academic performance, continuously measure student performance growth, and provide objective data to evaluate the effectiveness of instruction AND interventions
Pyramid Response to Intervention
Progress Monitoring
Teachers assess students’ academic performance on a regular basis
• To determine whether children are profiting appropriately from the typical instructional program and
interventions
• To provide more effective interventions for children who do not benefit adequately from typical instruction and intervention
Pyramid Response to Intervention
Progress Monitoring
Brief assessments are conducted frequently. Assessment occurs throughout the
intervention. Results are evaluated to determine whether
student response to intervention is adequate. Student progress is tracked continuously. CBMs are frequently used for progress
monitoring.
Pyramid Response to Intervention
Progress Monitoring
Sensitive to small changes in student performance
Relatively quick and simple to use Frequent comparison (as frequently as twice
weekly) of current level of performance to desired level of performance
Pyramid Response to Intervention
Tests are Scored by Digits Correct
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4correct digits
3correct digits
2correct digits
Case Study: Joshua
0
20
40
60
80
100
120
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Weeks of Instruction
PR
F: W
ords
Rea
d C
orre
ctly
Per
Min
ute
Joshua’s trend-lines
instructional changes
Joshua’s goal-line
X
Pyramid Response to Intervention
National Center on Student Progress Monitoring
Funded by the U.S. Department of Education, Office of Special Education Programs
National technical assistance and dissemination center
Housed at the American Institutes for Research in conjunction with Lynn Fuchs and Doug Fuchs at Vanderbilt University
Pyramid Response to Intervention
National Center on Student Progress Monitoring
Mission: To provide technical assistance to states and districts and disseminate information about progress monitoring practices proven to work in different academic content areas
Pyramid Response to Intervention
CPM Progress Monitoring Materials
AIMSweb/Edformation Dynamic Indicators of Basic Early Literacy Skills (DIBELS)/Sopris
West EdCheckup Monitoring Basic Skills Progress/Pro-Ed, Inc. STAR/Renaissance Learning Test of Silent Word Reading Fluency/Pro-Ed., Inc. Test of Word Reading Efficiency/Pro-Ed., Inc. Yearly ProgressProTM/McGraw-Hill Research Institute on Progress Monitoring, University of
Minnesota Vanderbilt University
Pyramid Response to Intervention
Assisting Students Struggling with Reading: RtI and Multi-Tier Intervention in the Primary Grades
Institute of Education Sciences 2009
Pyramid Response to Intervention
Progress Monitoring
What’s a good response to an intervention? Good response
– Gap is closing.– Teacher can extrapolate a point at which the student will
catch up to peers—even if this is a long-range target! Questionable response
– Rate at which gap is widening slows considerably, but gap is still widening.
– Gap stops widening but closure does not occur. Poor response
– Gap continues to widen—no change in rate of growth.
Pyramid Response to Intervention
Decision Protocols
TIER 2: Secondary Prevention- Validated or researched-based tutoring- PM to assess responsiveness
RESPONSIVE
UNRESPONSIVE
AT RISK
TIER 3: Tertiary Prevention- PM to set goals- PM to formulate individualized programs- PM to assess responsiveness
RESPONSIVE
UNRESPONSIVE
TIER 1: Primary Prevention- General education setting- Research-based instruction- Screening to identify students suspected to be at risk- PM to (dis)confirm risk status
Pyramid Response to Intervention
Activity
How long will students remain in Tier 2 before returning to Tier 1, or moving to Tier 3?
How long will students remain in Tier 3 before returning to Tier 1 or Tier 2, or before a recommendation for special-education placement?
What growth metrics (how much is enough?) will be used to make the decisions above?
Who will make these decisions?– Collaborative teams?– Student study teams?– IEP teams?
Pyramid Response to Intervention
Example of TLC Structure
ABC Elementary School has:– 120 1st-grade students– 4 1st-grade teachersStudent–teacher ratio is 30:1.
Now, add the following staff:– 1 teacher for special day class– 1 Instructional aide for SDC– 1 resource teacher– 2 instructional aides for RSP– 2 Title 1-funded instructional aidesStudent–teacher ratio is 11:1.
TLC Scaffolded Instruction
Group 4 (On track)
30 children, 2 teachers–aides
15:1 ratio
Group 5 (Advanced)35 children,1 teacher
35:1 ratio
Group 2
(Intensive)20 children, 3 teachers
7:1 ratio
Group 2
(Intensive)20 children, 3 teachers
7:1 ratio
Group 1
(Most intensive)10 children, 3 teachers–aides3:1 ratio
Group 3 (Less intensive)25 children,
2 teachers–aides12:1 ratio
Group 3 (Less intensive)25 children,
2 teachers–aides12:1 ratio
Pyramid Response to Intervention
TLC in Action
Specialists work across all grade levels during their TLC block.
Pyramid Response to Intervention
TLC in Action
Lowest student-teacher ratios are provided for neediest students.
Pyramid Response to Intervention
Pioneer Core Program
• All classes meet or exceed state standards.• Schoolwide and team SMART goals• Identified essential standards for every course• Universal screening in reading, writing and math• Common assessments for all essential standards• Universal access to electives• Leveled reading groups
Pyramid Response to Intervention
Pioneer Core Program
Open tutorial period (Tues./Thurs.) Lunch or after-school homework help Quarterly student goal setting 6th-grade mentor program 6th-grade study skills class Late bus Online grade access Career exploration (dream plan)
Pyramid Response to Intervention
Student Identification
Universal screening in reading, writing, and math
Teacher recommendation (including feeder elementary schools)
Grades every 3 weeks Common assessment data
Pyramid Response to Intervention
Student Identification
BEWARE
Grades don’t always measure learning. State assessments Rigid placement systems
Pyramid Response to Intervention
Pioneer Supplemental Program
Mandatory tutorial Mandatory homework help Escorted homework help Parent-contact or progress report Fall and spring at-risk conferences One-on-one mentor New student buddies
Pyramid Response to Intervention
Pioneer Supplemental Program
Double-block math Newcomer ELD AVID Sheltered classes Teacher change Zero-period P.E. Honors and accelerated classes
Pyramid Response to Intervention
Progress Monitoring and Decision Protocols
Every 3 weeks Teacher recommendation (grades) Common assessment data District benchmark testing Universal screening again at semester
Pyramid Response to Intervention
Student Identification
Intervention team meeting Student study team Parent conference Common assessment data
Pyramid Response to Intervention
Pioneer Intensive Program
Intensive core support Intensive math support Intensive responsibility support Intensive reading instruction Mandatory tutorial Mandatory homework help Student contracts
Pyramid Response to Intervention
Pyramid of InterventionsAdlai Stevenson High School
Tier 1 Counselor watch Summer program Good friend Freshman mentor program Progress report Student support team
Pyramid Response to Intervention
Pyramid of InterventionsAdlai Stevenson High School
Tier 2 Mandatory tutoring Weekly progress report Guided study Mentor program Student support groups Case-study evaluation
Pyramid Response to Intervention
Collaborative Learning
Describe your school’s pyramid. How does it work (push in, pull out,
after school)? What is working? What are your greatest challenges?
Pyramid Response to Intervention
1. Focus on one essential standard.
2. Start by focusing on intentional non-learners.
Two Options to Consider While Building the Foundation