April 1 st, 2014 Directions: Count off 1 -6 Go to your designated poster When given the direction to start think of terms, concepts, activities, etc relating to the MTSS/RTI process for each letter of the Alphabet Cubs are in first place! No Fooling I can describe how to evaluate an instructional initiative or program I can describe the importance of using the 4 Pillars of Quality Interventions in the development of an appropriate intervention for students I can describe the differences between the following terms: intervention, accommodation and modification. I can describe the purpose and benefits of progress monitoring for both students and teachers. I can describe the critical components to consider when documenting instructional efforts at the targeted and intensive levels and can evaluate the adequacy of our current documentation process. I can use progress monitoring data to evaluate the Response to Intervention and to plan next steps Program evaluation the missing phase of CIP Work Time: Where are we now and where are we going Guest Speakers/Panel Content: 4 Pillars of Quality Interventions Accommodations, Modifications and Interventions Progress Monitoring Intervention Documentation Response to Intervention Work Time: Time/Material/Personnel Closing Big Idea: Implementation data are reviewed and examined in comparison to the intended goal(s) that were identified earlier Connections with CIP: Evaluation Meta-Analysis results for selected Teacher/School Instructional Influences (Hattie, 2009 and 2012) Response to Intervention 1.07 Providing formative evaluation (program evaluation).90 Classroom Discussion.82 Comprehensive interventions for learning disabled students.77 Teacher clarity (clear learning goals communicated).75 Reciprocal teaching.74 Feedback.73 Teacher-student relationships.72 Spaced vs. mass practice.71 Meta-cognitive strategies.69 The effect size of 0.40 sets a level where the effects of innovation enhance achievement in such a way that we can notice real-world differences, and this should be a benchmark of such real-world change. (Hattie, 2009) What Is a Program Evaluation? An evaluation is a purposeful, systematic, and careful collection and analysis of information (relative to goals/expectations) used for the purpose of documenting the effectiveness, worth/merit and impact of school/student programs and processes, establishing accountability and identifying areas needing change and improvement. Formative (process) Evaluation Summative (outcome) Evaluation Providing formative evaluation of programs Effect Size =.90 John Hattie, Visible Learning, 2010 Needs Assessment PlanningImplementation Evaluation 1.Define the Purpose and Scope 2.Specify Evaluation Questions 3.Specify the Evaluation Process 4.Create Data Collection and Action Plan 5.Collect Data 6.Analyze Data 7.Document Findings 8.Disseminate Findings 9.Feedback to Program Improvement Joint Committee on Standards for Educational Evaluation (1994). What?.So what.? Now what? Talk Through the program evaluation steps in reference to a School/Student improvement initiative/program that is listed on your braiding of initiatives worksheet. What are some possible trends that might be evident as you review data in an effort to evaluate the plan of action that was put in place to address the needs of core? What are some possible next steps based upon each of these trends in your evaluation data? 11 Data Based Decision-Making -Collaborative Inquiry: Asking the Right Questions at the Right Time Q1. Is the Universal Tier Sufficient Q3. How will the Universal Tier needs be addressed? Q2. If the Universal Tier is not sufficient, what are the needs that must be addressed? Q4. How will the implementation of Universal Tier actions be monitored over time? Q5. Have Universal Tier actions been effective? Question: How do we begin implementing RtI processes? Answer: By establishing solid universal tier/core instruction. PLC/RtI is a proactive and preventive process We cannot intervene our way out of a core instruction problem Using the RTI Guiding Principles as the organizational framework, complete the following: 1. What does your school already have in place or what has your school recently started doing regarding RtI implementation? 2. What are some next steps your team will take regarding RtI implementation? 14 Data Based Decision-Making -Collaborative Inquiry: Asking the Right Questions at the Right Time Q6. Which students need support in addition to Universal Tier? Q8. How will the Targeted and/or Intensive options be implemented? Q7. Which of the Targeted/Intensive options is needed to meet the needs of identified students? Q9. How will the implementation of Targeted and Intensive Tiers be monitored over time? Q10. Using the data and information, which students need changes to the Tiers they are receiving? 1. Use only interventions that are proven to work 2. Matched to student(s) need 3. Implementation Fidelity 4. Progress Monitoring Witt, 2008 Use only interventions that are proven to work Research based empirical evidence Does It work for your kids Collect your own implementation data! RtI/MTSS Guiding Principle Matched to student(s) need Higher likelihood of success intervention includes explicit and systematic instruction in skills using an instructional hierarchy; based upon diagnostic student data Lower likelihood of success methods using less direct teaching strategies that may seek to improve an associated skill or ability; not based upon data Interventions should stem logically from the multiple sources of data that have been collected on students Matched to student(s) need Implementation options: a standard treatment protocol approach a kid by kid approach Matched to student(s) need Standard Treatment Protocol in Iowa from a recent DE FAQ document The Standard Treatment Protocol (STP) would address a wide range of knowledge and skills. It would be linked directly to the content of universal instruction, but be more focused and intense. The STP would be at the Targeted level, and be based on universal screening data. Districts will not be required to use a STP, but the state support structure will include a STP. The content and focus of the Standard Treatment Protocol (STP) will vary by grade level, requiring some specific training. The general structure and procedures will be mostly the same across grade levels. Matched to student(s) need Kid by Kid approach Generally the current practice Team defines needs and brainstorms solutions for each individual student More time can sometimes be devoted to Needs Analysis/Diagnostic efforts Thus, a potentially better defined instructional need and resulting solution Can be time and personnel intensive Iowa will recommend that this approach be used as intensive instruction is developed In the literature, this is identified as the Problem-Solving approach Accommodation Modification Intervention Accommodations are supports or services provided to help a student access the general curriculum and validly demonstrate learning. Modifications are changes made to the content and performance expectations for students. Name____ 1. abcdefg 2. Hijklmn 3. Opqrstuv 4. Wxyz 5. ABCDEF 6. GHIJKL Unit Objectives 1.State & Capital 2.Natural Resources 3.Industries 4.History Interventions are direct, explicit and systematic supplemental and intensive instructional processes that either extend or enhance instruction. Interventions are designed to meet the identified needs of an individual (or groups of individuals) and are monitored on regular and frequent basis. Implementation fidelity This is Huge!!! DefinitionThe degree to which an intervention is implemented as intended. (Joyce, 2007) Use of Implementation Checklists may assist in this effort Iowas PK-6 th gr. STP intervention will undoubtedly include such tools Progress Monitoring Monitoring for purposes of instructional decision-making functions as a self-correcting mechanism for imperfect planning and instruction. Teachers who consistently collect and analyze progress monitoring data and make the necessary instructional changes have students who improve more and are thereby more successful Uses frequent, easily administered and repeated administration of skill probes/observations to monitor the progress of students across time on targeted skills Provides for alternate forms of assessment Sensitive to student progress and motivating to student Used to guide instructional decisions Data are generally charted How will data be collected? What materials will be used to collect data? In which setting(s) will the data be collected? Who will collect the data? What is the baseline and goal? What plan will we use to analyze the data so timely decision can be made? 28 Iowas PK-6 th grade RtI model will incorporate elements of the FAST and IGDI assessment and use the Iowa TIER data base for these purposes Graphing Orientation/Conventions Setting up a Monitoring Graph Baseline (data) Aimline Goal Plotting data points Decision Making 4 day rule trendline Week Score How is this student progressing? Would it be easy to summarize this Set of data to a student or parent? Data such as this is far more superior to the thumb in the air method hands down! The data system that will support the universal screening and progress monitoring tools used in Iowas RtI structure will have an automatic warning system to alert educators that an intervention change is warranted. Progress Monitoring Example Report Iowa Tier One size does not fit all Need to use your data to specifically define concern areas Choose intervention(s) that have a good research base for the concern areas needing to be addressed No matter how great the idea or compelling the research, if an intervention or instructional approach is not working something must change Ensures understanding by everyone involved Serves as a guide for those implementing the plan (4Ws) Serves as a record of the interventions We recommend that all targeted and intensive interventions be documented. 34 Allows for the documentation of Existing information and data Needs analysis/ definition/hypothesis Baseline performance and goal (SMART) Intervention and monitoring logistics Graph and decision-making strategy/plan Summary/Analysis of data and decision Activity Good Response to instruction Questionable Response to instruction Poor Response to instruction What does the data look like for each scenario? What will be your next steps? We want to see students improve If they do not, we must rule out these causes. The intervention was not: Implemented with FIDELITY MATCHED with student need or of sufficient intensity RESEARCH-PROVEN If we cant rule out these factors, then we cant say lack of progress is because of student issues First resource is TIME HOW can we creatively find time? WHEN can these universal tier-plus activities take place? Second resource is content/materials WHAT content/materials/programs can be used? Third resource is personnel WHO can deliver the intervention? Activity 1. Consensus Building (Exploring and Adopting) 2. Building the Infrastructure (Planning) 3. Implementation (Initial and Full Implementation) 4. Sustainability and Innovation There are clear parameters that must be attended to in building your RtI house. They are all critical in that if any of them are neglected or ignored, the integrity of the final product could be compromised. RTI Blueprint: School Building Level, NASDSE, 2008 I can describe how to evaluate an instructional initiative or program I can describe the importance of using the 4 Pillars of Quality Interventions in the development of an appropriate intervention for students I can describe the differences between the following terms: intervention, accommodation and modification. I can describe the purpose and benefits of progress monitoring for both students and teachers. I can describe the critical components to consider when documenting instructional efforts at the targeted and intensive levels and can evaluate the adequacy of our current documentation process. I can use progress monitoring data to evaluate the Response to Intervention and to plan next steps I (we) use to Now I (we).. I used to: Think this was impossible to implement Now I: Know that we can do this as a system I used to: Tend to think about myself and only my classroom student needs Now I: Tend to think about all student needs, my entire department needs, and the needs of all teachers at the school! I used to: Use gut feeling to adjust my instruction Assume core was meeting the needs of 80% Now I: Use data Know that it is not The implementation of this process is not just a one year commitment.. instead, it is a commitment to build a culture where this process is applied relentlessly for the purpose of getting even better than we were before so we can meet the needs of all students for years to come.