Mix and MingleRtI, ESOL and Data Teams

Presented by:

Tracy Boyles, Stacey Jones and Marianne Mitchell

Objectives

RtI process Where the ESOL student fits within

the RtI process Identify how Data Teams work

simultaneously with the RtI process Meet your expectations

Response to Intervention

A multi-tier approach, based on research, indicating many students respond to high quality instruction/intervention and therefore may not need special education or other services.

Doug Fuchs, Professor of Special Education at Vanderbilt

University’s Peabody College

What is it?What is it?

Tier 1

Performance Based Instruction

Screening and Group Intervention

Tier 1 What all students

receive Standards based curriculum Performance based instruction Research based practices Differentiated instruction Effective classroom management Progress monitoring and problem

solving

Tier 1

Performance Based Instruction

Screening and Group Intervention

Tier 2

Targeted Intervention

80% remain in Tier 1 & 2

Tier 2 Targeted

Interventions Interventions in the general ed.

setting Opportunities to increase exposure Tailored to student needs Designed for flexible groupings,

some small groups Frequent progress monitoring and

data analysis

Tier 1

Performance Based Instruction

Screening and Group Intervention

Tier 2

Targeted Intervention

Tier 3Intensive

Interventions And

Comprehensive Evaluation

15% of students

A more individualized problem solving model

District initiatives used, interventions and strategies are documented

Most likely includes longer term interventions

More in depth assessment, formative assessments, and data analysis

Tier 3 Intensive Interventions

Comprehensive Evaluations

Tier 1

Performance Based Instruction

Screening and Group Intervention

Tier 2

Targeted Intervention

Tier 3Intensive

Interventions And

Comprehensive Evaluation

Tier 4

Specialized

Instruction5%

Specialized programs, methodologies, or instructional deliveries.

Gifted education, ESOL and special education.

Layer of interventions

Tier 4 Specialized Instruction

RtI - FYI

RtI process is fluid Research based instruction Continuous progress monitoring Research based interventions Fidelity measures- interventions

implemented as intended and with consistency

Academics and Behavior

Tier 1:

Performance Based Instruction

Screening and Group Intervention

Tier 2:

Targeted Interventions

Tier 3Intensive

Interventions And

Comprehensive Evaluation

Tier 4Specialize

d Instruction

ESOL students qualify for Tier 4

interventions based on language

Making the Connection

Mix and Mingle Activity

Data Team Process

Step One: Step One: Chart your dataChart your data

Step Two: Step Two: Analyze Analyze (Strengths and (Strengths and

Weaknesses)Weaknesses)

Step Three: Step Three: Set GoalSet Goal

Step Four: Step Four: Instructional StrategiesInstructional Strategies

Step Five: Step Five: Chart Post Data/Analyze Chart Post Data/Analyze

ResultsResults

Tier 1: Performance Based Instruction

Screening and Group Intervention

Tier 2: Targeted Interventions

Tier 4Specialized Instruction

Dat

a Te

ams

Dat

a Te

ams

Tier 3Intensive

Interventions And

Comprehensive Evaluation

Progress Monitoring

Frequent sampling of student performance and the effectiveness of instruction

To measure academic, social or behavioral performance

Must be directly related to the targeted problem

Can be done at specified intervals (i.e., daily, weekly, biweekly, etc.)

Data plotted/graphed in a visual display that allows the team to see the effects of the intervention

It is critical that educators view RtI

…. as a general education initiative!

CDE Exceptional Student Services Unit, 2006

RtI

Fulfills two main purposes: Assess student academic progress

Evaluate effectiveness of intervention

Progress Monitoring

After Instruction I

Teachers’ Names

# Students who took Assessment

# of Students Proficient or Higher

% Students Proficient or Higher

# of Non-Proficient Students

# and Names of Students on the Verge of Proficiency Already Close Bubble 84%-70%

# and Names of Students Not Proficient Far to Go Reteach 69%-40%

# and Names of Students Not Proficient Intervention Group and in need of extensive support Foundations 39% and Below

Holmes 15 12 80% 3 1 Sam 0 2 Karah, Max

Gwyn 13 10 77% 3 0 1 Chaz 2 McKenzie, Taylor

Jaji 20 18 90% 2 0 1 Shea 1 Sophie

Cathey 21 19 90% 2 0 1 Will 1 Lucas

Totals: 69 59 86% 10 1 3 6

Investigating Questions: Analyzing the Post Data

What do theWhat do the results indicate?indicate? Overall, were theOverall, were the strategies

successful?successful? How did theHow did the at-risk students students

perform?perform? Who may need to continue on in theWho may need to continue on in the RtI process?

Making the Connection

After Instruction II

Teachers’ Names

# Students who took Assessment

# of Students Proficient or Higher

% Students Proficient or Higher

# of Non-Proficient Students

# and Names of Students on the Verge of Proficiency Already Close Bubble 84%-70%

# and Names of Students Not Proficient Far to Go Reteach 69%-40%

# and Names of Students Not Proficient Intervention Group and in need of extensive support Foundations 39% and Below

Holmes 15 12 80% 3 1 Sam 1 Karah 1 Max

Gwyn 13 11 85% 2 0 0 2 McKenzie, Taylor

Jaji 20 18 90% 2 0 1 Sophie 1 Shea

Cathey 21 11 52% 10 2 Will 4

Sascha Maya Edwardo Darius

4

David Maria Liz Stacey

Totals: 69 52 75% 17 3 6 8

Investigating Questions: Analyzing the Post Data

What do theWhat do the results indicate?indicate? Overall, were theOverall, were the strategies

successful?successful? How did theHow did the at-risk students students

perform?perform? Who may need to continue on in theWho may need to continue on in the RtI process?

Resources for RtI

http://cicobb.typepad.com/rti

http://www.rti4success.org

http://www.interventioncentral.org/