Response to Intervention Moving Beyond the Six Data Points Andrea Ogonosky, Ph.D., LSSP, NCSP...
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![Page 1: Response to Intervention Moving Beyond the Six Data Points Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist aogonosky@msn.com (832)656-0398.](https://reader030.fdocuments.net/reader030/viewer/2022032517/56649c7f5503460f94935a17/html5/thumbnails/1.jpg)
Response to InterventionMoving Beyond the Six
Data PointsAndrea Ogonosky, Ph.D., LSSP, NCSP
Licensed [email protected]
(832)656-0398
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Agenda• Technical Adequacy of Process• District Expectations • Multiple Sources of Data• Staff Knowledge• Leadership
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Important Points for Success
1. Foundations1. Laws2. Process
2. Format1. District support: Data collection2. District support: Resources –Ease of Implementation
3. Fidelity1. Staff Understanding2. Staff Development
3
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From NCLB:“…holding schools, local education agencies, and States accountable for improving the
academic achievement of all students…” and “…promoting schoolwide reform and ensuring the access of all children to effective, scientifically-based instructional strategies…” [PL 107-110 §1001(4) and (9)]
From IDEA:“…to improve the academic achievement and functional performance of children with
disabilities including the use of scientifically based instructional practices, to the maximum extent possible.” [20 U.S.C. 1400(c)(5)(E)]
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RtI Foundations for Success1. Multiple Tiers of Instruction and Assessment2. Using Data: Balanced Assessments3. Technology4. Highly Qualified Staff
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Response to Intervention
Is an organizational system with increasing layers of intensity.
Not a categorical system for labeling students.
Is designed for smooth movement
Not a service or place.
Increased intensity of instruction -matches student need -determined by data.
Not a referral system for special education eligibility.
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RtI: Problem Solving
Assessment
80%
15%
5%
Interventions
Universal ScreeningProgress Monitoring
Progress MonitoringDiagnostics
Progress MonitoringDiagnostics
Grade LevelInstruction/ Support
Student Instructional LevelSupplemental Interventions90 min per week additional
Student Instructional LevelSupplemental Interventions120 min per week additional
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“I was so excited about RtI -I went about enthusiastically building a technically sound guidance document. As I began to work with staff on implementation [from the cultural perspective of shifting the way we think about problem solving] I realized suddenly that to me, RtI had become….
One swirling VORTEX OF TERROR!”---Dr. Quentin Woods, Pine Tree ISD
The Reality of Striving for the Goal of Change…
RtI
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From the Student Perspective The Goal is to create…
Academic Learning,
Mastery, and Achievement
Independent Learner
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Let’s start at the beginnng….
RtI Is not simply implementing a different type of problem
solving. It also involves giving up certain beliefs in favor of
others. Systems will need to change….
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Tier 1: Core Instruction /Universal Interventions
ACADEMICQuality core instruction and strategies
Differentiated InstructionEmbedded Interventions
Universal Screening: Academic Continuous progress monitoring of grade level success
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“The highest predictor of academic achievement is the proficiency of teachers in effective instructional
practice.”
Donna Walker Tileston Why Culture Counts
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Effective Instruction and Intervention Strategies (Tier 1)
Instructional Delivery: Frame the lesson Work in the “Power Zone” Use frequent small group, purposeful
talk about learning Recognize and Reinforce Write critically
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Relevant PracticeUse data to determine flexible groupingBuild on student “knowns”Use learning style information to
differentiate student content-product-process
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Interventions Are NOTAccommodationsAdaptations Interagency referralsReferral to Special education Assessments, evaluations, screenings Classroom observationsAdvice or consultationsAssisting with instructional methods and materialsPlaces
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The Importance of Vocabulary“At the secondary level, much of the reading that students do is in the
content areas; thus, the research on reading measures at the secondary level is closely tied to the research on content-area
learning” (Espin & Tindal, 1995, p. 226).
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Activity
How are you defining Tier 1 instruction and strategies? Is there consistency with this definition throughout your district?
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It is vitally important that there is an understanding that there is continued discussion and consultation between the teacher, the team, and the
interventionist(s).
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Tier 2:Targeted Interventions
ACADEMICStrategic and supplemental
Standard protocol / evidence-basedSmall group (5:1)
Rubric for decision making: decision rules, aim-line/goals, guidelines for increasing /decreasing support or changing intervention.
Focused continuous progress monitoring that increases with intensity of instruction and intervention.
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Tier 3:Intensive Interventions
ACADEMICIncreased strategic and supplemental
Group size decreased (3:1)
Rubric for decision making: decision rules, aim-line goals, guidelines for increasing /decreasing support or changing intervention.
Focused continuous progress monitoring that increases with intensity of instruction and intervention.
Pattern of inadequate responses may lead to refer for Section 504 or Special Education.
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The use of technology makes ongoing data collection, data consumption, and data-based
decision making a more plausible proposition, and it can keep these important aspects of RtI from
monopolizing teacher time
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Lessons Learned: RtI & Technology
• Online learning• Summer trainings• After school trainings ‐• Credit Recovery• Grade level team meetings (easy access to data bases)• Coaching: Using the expertise within to support teachers
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Leadership
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Critical Component
s
Strong Leader
Focused on Ongoing RtI Vision
Well versed in District RtI Philosophy
Uses ongoing evaluation of
needs to drive Resource
allocation and professional development
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Ensure fidelity by having meaningful conversations with staff about outcome data.
Create a culture of common values and work together to achieve common goals.
Provide clear staff expectations
Creatively allocate limited resources to ensure personnel have access to necessary supports.
Strong Administrators
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Essential Tasks for Leadership Team
Study and plan ongoing RtI development.
Embed data based decisions across all systems
Use hybrid model of problem solving.
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Campus Culture
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Question
“If an educator keeps using the same strategies over and over and the student keeps failing,who
Who really is the slow learner?”
Michael Rettig
Professor, Emeritus James Madison University
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• Resiliency: Over 40% of teachers do not make it to their 5th year of teaching- many leave by year 3.
• Encouragement of Innovation: PD to support advances in technology. Teachers reinforced and encouraged for “thinking outside the box”.
Quality of Student teacher relationships
Variables affecting Culture
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The most important aspect of a strong RtI process is the richness of the conversations that occur because of the layers of multiple
occurring data sources.
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It is essential to implement bothProfessional Learning Communities (PLC) and Response to Intervention (RTI) because these complementary processes
are considered research-based best practicesto improve student learning.
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Connections• What exactly do we expect all
students to learn?• How will we know if they’ve
learned it?• How will we respond when
some students don’t learn it?• How will we respond when
some students have already learned?
• Core program• Standards• Alignment Documents
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Connections• What exactly do we expect all
students to learn?• How will we know if they’ve
learned it?• How will we respond when some
students don’t learn it?• How will we respond when some
students have already learned?
• Progress monitoring• Universal screener• Diagnostic assessments• Formative Assessments
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Connections
• What exactly do we expect all students to learn?
• How will we know if they’ve learned it?
• How will we respond when some students don’t learn it?
• How will we respond when some students have already learned?
• Differentiated Strategies• Interventions• Decision rules• Protocol
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Connections• What exactly do we expect
all students to learn?• How will we know if they’ve
learned it?• How will we respond when
some students don’t learn it?• How will we respond when
some students have already learned?
• District Expectations• Decision rules• Protocol
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• PLC Essential Characteristics
• Focus on learning and collaborative culture
• Focus on results (data driven)
• Action experimentation (is your system able to respond)
• Collective inquiry
RTI Fundamental Elements
• Collective responsibility and teaming
• Universal screening and progress monitoring
• Systematic interventions and decision protocols
• Research based core program and interventions
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Underscoring a Problem
“Most teachers just do not possess the skills to collect data, draw meaningful conclusions, focus instruction, and
appropriately follow up to assess results. That is not the set of skills we were hired to do.”
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Balancing Assessments
-- Assessment systems-- Multiple measures-- Varied types -- Varied purposes-- Varied data sets-- Balanced with needs
38
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Multiple Data Sources Criterion Referenced Assessment
Formative Summative ScreenProgress Monitor
Norm Referenced AssessmentDiagnosticComparativeProgress Monitor
Curriculum Based MeasurementRate of ImprovementUniversal ScreenProgress Monitor
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Legal Issues
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Two Requirements (Zirkel, 2014)
• “If student participates in RTI, include documentation of instructional strategies and the student-centered data….
• Consider as part of the evaluation… data based documentation of repeated assessment of achievement at reasonable intervals reflection formal assessment of student progress during the instruction, which was provided to the parents” (300.309(b)(2)).
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M.M. v Lafayette School District, 2014• Legally binding in 9 western states in the Ninth Circuit• It is generalizable and potentially influential in rest of the country.• 2005-06 CM entered Kindergarten• US (SORT) and DIEBVELS administered 3 times by reading Specialist-
K-3. • CM scores fell below cut score and began reading interventions
throughout Kindergarten.
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M.M. v Lafayette School District, 2014• Grade 1: Continued reading interventions. • October: parents requested SPED testing.• School held two RtI meetings in November and February to discuss
parental concerns. • District provided SORT and DIEBELS data, but not progress monitoring
data.• Feb. 20th districted completed FIE in a timely manner using
discrepancy scores to determine SLD.
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M.M. v Lafayette School District, 2014• The eligibility form noted the RtI data but did not include or attach
summary of the RtI data.• April 18th IEP meeting met and determined eligibility for SLD.• IEPs written included specialized reading and writing instructions for
45 minutes, 4 times per week.• End of grade 1: below grade for reading; writing improved to grade
level.
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M.M. v Lafayette School District, 2014• Grade 2 continued same services on IEP.• Parents received private evaluation and CM diagnosed with CAPD:
recommendations specified environmental modifications, direct interventions and compensatory strategies. Parents provided information to the IEP team
• IEPs at annual were again “identical” to previous ones, despite declining US and diagnostic data scores on SORT and DIEBELS
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M.M. v Lafayette School District, 2014• End of grade 2 failed state assessment and again below average on
report card for reading and writing.• Grade 3 beginning of year: IEP team met at parents’ request to
discuss concerns and disagreement with the CAPD evaluation and needs for revisions to the IEP.
• Did not revise IEP, proposed reevaluation. Parents declined to give consent.
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M.M. v Lafayette School District, 2014
• • Parents withdrew CM and placed him in a private school that offered
such services. They also filed for due process.• After 11 sessions, the hearing officer decided the IEP was appropriate
and denied the requested reimbursement for the private services. They filed an appeal for judicial review.
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M.M. v Lafayette School District, 2014• In Feb. 2012, the federal district ruled in favor of the district:
procedural regulations were followed. Also ruled the district did not deny the parents’ opportunity for meaningful participation in light of the correspondence, various meetings, and extensive exchange of information, including some derivative of the RtI data. Parents appealed to the Ninth Circuit.
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M.M. v Lafayette School District, 2014• 2-1 decision at the Ninth Circuit- reversed the IEP ruling. Two claims
by parents:1. Majority disagreed with this claim. The district did not commit a
procedural violation by not including the specific RtI data in the evaluation since it used multiple sources of data within the variety of assessment tools in the FIE.
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M.M. v Lafayette School District, 20142. District violated informed parental consent by not providing parents
with the opportunity to examine the child’s records when asking for consent because it did not provide RtI data when parents were giving consent.
3. District violated provision of providing parents with “the documentation of determination of eligibility” by failing to provide the RtI data when considering eligibility.
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M.M. v Lafayette School District, 2014
• Agreed with parents on this claim. The district violated IDEA by failing to ensure that the RtI data was documented and carefully considered by the entire IEP team and failing to furnish the parents with the RtI data- thereby making the parents unable to give informed consent for both the initial evaluation and the special education services CM received. Based on 3 general IDEA criteria:
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M.M. v Lafayette School District, 2014Based on these three points the Ninth Circuit determined that the district prevented the parents from meaningful participation in the IEP process.
Issue in this case was FAPE.
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Align Data Sources
Universal Screening
Progress Monitoring
Diagnostic Assessments
Outcome Assessments
Does the data tell a clear and concise story of the student’s learning?
If there is inconsistency team must investigate why
Review integrity of instruction
Align to student needs
Student variables
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Example of Using Multiple Sources of Data for Problem Solving ….
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Question
Do your teams spend more time talking about individual kids or do they spend time more time on the needs of ALL kids?
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Team Philosophy
• The 1st intervention is always effective classroom instruction and classroom management which yield high rates of academic engagement.
• The team always uses the model of problem solving-consultation- instruction/intervention approach.
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Problem Identification
• Review existing information• Determine student’s functional level• Identify initial concerns • Analyze multiple data sources• Operationally define the problem
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Existing Data Review• Determine the Student’s Current
Classroom Status: Academic Progress and Work Samples
• Teacher Describes and quantifies concerns
• Review of Records• Parent Contact(s)• Medical Information• Classroom Observations (ICEL)
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Determine Student Functional Levels
• Identify assets and weaknesses• Identify Critical Life Events, Milestones,
Circumstances (Positive and Negative) • Identify medical and/or physiological
sources of concern• Identify academic variables such as
“speed of acquisition” or retention of information
• Identify issues of attendance, transitions, motivation, access to instruction
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Review - assessment information, curriculum, discipline referrals, cumulative & health files, etc.
Interview – teacher, parent, student, specialist, etc.Observation – instruction, student, curriculum use,
environment, etc.Test/Assess – research on curriculum, instructional
effectiveness, screening, diagnostic and outcome measures, etc.
ICEL/RIOT:
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Instruction – Does the teacher use data to make instructional decisions?; Does the teacher provide differentiation to assist at-risk learners?
Curriculum - Is the curriculum research-based and completed with fidelity?
Environment – What factors in the environment impact the student’s learning?
Learner - What are the learners strengths and weaknesses?; What kind of learner is he/she?
ICEL/RIOT (continued):
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Supplemental Supports• Do your students show movement in the Tiers?• How long is too long?• Do you have students who are referred and then
DNQ? What happens next?• Do you have teams that are reluctant to move kids out
of Tiers because they are successful?
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Monitor Fidelity Intervention Well Checks Observe in Tiers 1 and 2/3 Consult with Teacher Review data weekly in PLC/
Planning meetings Check data collection Talk to parent
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• Purpose is to develop instruction and intervention• Never use documentation (or lack of) for delaying a special
education evaluation when there is strong evidence of a suspected disability.
• Keep it simple . . . use naturally occurring data to drive RtI problem solving
• Focus documentation on converging multiple sources of data.
• Consistency is key.• Have a rubric for teams to follow
RtI Documentation . . .
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Tips for Moving Forward
1. Make sure the system of intervention is fluid.2. Systems of intervention work better when they are
supporting teams rather than individual teachers.3. Realize that no support system will compensate for
inadequate teaching.4. Ensure a common understanding of “system of
interventions.”
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