Response to Instruction and Intervention (RTI 2 ) – Data Teams and Decision Making

Response to Instruction and Intervention (RTI2) – Data Teams

and Decision Making

Dr. Patti Wilson, NCSP, HSP #2411 and Julie Combs, At-Risk Coordinator

May 2014

Tiers without Tears!

A.K.A.

Why RTI in the First Place?

MTSS (Multi-Tier System of Supports) = RTI2

https://www.youtube.com/watch?v=VTIDXPK1UD4

RTI at a Glance

Implementation Factors that Drive Success

• Amount of initial professional learning support provided to teachers and staff;

• Level of “ongoing” instructional coaching support provided to teachers and staff;

• Fidelity and adaptability with which the intervention is provided;• Differentiation in intensity of support targeted to the needs of

students;• Frequency and validity of progress monitoring to know when to

adjust supports; and• Number of competing initiatives that diffuse time, resources, and

support.

rtinetwork.org

District Work on Choosing Universal Screening Measure

Best at Managing Student Data

Least demanding on Teachers/TeamsBest Fits Rubric Provided by TDOE

Provides Intervention based on SkillsHighest Level of Implementation Support

See page 1 in Training Manual

UNIVERSAL SCREENING PROCESSTemperature Check

Standardize the Process Customize the Implementation

1.

Plan

2. Do3.

Check

4.

Act

Standardize the Process; Customize the Implementation

Universal Screening

• How did things go with Path Driver?

• What went well?

• Specific concerns that are not school-specific?

For school-specific concerns, please write down and post on parking lot. We’ll address these after training.

DATA TEAMSResponsibilities of teams and team members


Team Member Roles

http://cmcssrti.wikispaces.com/Guidelines

School Based Team

• Provide training

• Look at school-wide data

• Make scheduling decisions

• May do fidelity checks

Grade Level Team

• Look at grade level data

• Make Tier decisions

• Provide intervention suggestions

• Maintain RTI records

See page 2 & 3 in Training Manual

http://cmcssrti.wikispaces.com/Guidelines

Efficient Teaming / Collaboration

Follow the Disney principles:➔ Overmanage, do not micromanage

◆ shared ownership = shared responsibility

➔ Common sense is not always common practice◆ “Unarticulated expectations are premeditated

disappointments.” - W. Disney

➔ Adapt, don’t adopt◆ Incorporate effective practices into existing structures

Sample Agenda

Adapted from Sango Elementary School, 2013

1. View data collected from Screener.

2. Identify Skill Deficit Concerns. (Tier I)

3. Identify Skill Deficit Concerns for Tier II & III.

(Rule out false positives and negatives)

4. Determine level of service. (Tier II & III)

5. Determine intervention strategy. (When, what, who, how often)

6. Document tier placement and fill out parent notification forms.

(Keep copies for Student RTI folder)

7. Adjust settings in EPS based on team decisions.

8. Use Case History Management page to document any changes in intervention, Tier,

or misc. information that is relevant to student progress.

9. Place related documents in Student RTI folder and teacher keeps in classroom.


UNDERSTANDING THE DATA FROM THE UNIVERSAL SCREENING

How to determine intervention students, the specific skill deficits and tier level


“Finding the right kids is not difficult! Doing something that changes academic and

behavioral trajectories is the challenge.”(Reschly, 2003)

Sample Data Set - PDR


Screening Details - PDR

Sample Data Set - PDM

Screening Details - PDM

Let’s Look at Your School’s Data

Log on to EPS

Navigate to the School Screening Summary Report.

Identify 3 Math and 3 Reading Trends.

What Does Your Data Look Like?• What areas of deficit are shown?• How many students fall within Tier II (11th-25th

percentile)?• How many students fall within Tier III (<1st – 10th

percentile)?• What is the capacity of your building, based on

schedule and personnel?• How will groups need to be modified to fit

capacity?• Are there any issues with Tier I instruction?

Screening Details by Class

Math Screening Details Reading Screening Details

Intervention / Capacity Match

Each school’s schedule will look different.

The handout is a tool designed specifically for a particular schedule. You will need to create something similar based on your school’s schedule and screening results.

See Page 9

DATA TRENDS

Talk about overall trends at your school and compare those with other schools


PROGRESS MONITORINGDetermining the Effectiveness of an Intervention


RTI Implementation Charts

See Page 10

*Adapted from Sango Elementary School (E.V. / E.H.)

RTI2 Expectations – Elem. ELATier I Daily Instruction (all)

Tier II (some; <25th %ile)Tier III (few; <10th %ile)

Instruction / Intervention Time

150 K-2nd

90 (120*) 3rd-5th 20 K30 1st – 5th

40-45 K45-60 1st – 5th

Ratio N/A 1:5 1:3

Progress Monitoring

PM 3x/yr via universal screening

PM 10-15 weekly data pts or 8-10 EOW data points


Fidelity Checks 1x/marking period 3x/marking period2 direct observation1 review of implementation data

5x/marking period3 direct observation2 review of implementation data

RTI2 Expectations – Elem. MathTier I Daily Instruction (all)

Tier II (some; <25th %ile) Tier III (few; <10th %ile)


60 K-1st

75 2nd 90 3rd – 5th

20 K-1st 30 2nd – 5th

40-45 K- 1st

45-60 2nd – 5th

Ratio N/A 1:5 1:3

Progress Monitoring




Fidelity Checks 1x/marking period



RTI2 Expectations – MS/HS ELATier I Daily Instruction (all)



55 minutes (daily)90 minutes (block)

30 minutes 40-55 daily (225-275/wk)45-60 block (225-300/wk)

Ratio N/A 1:6 1:6 6th – 8th 1:12* 9th - 12th (intervention courses w/codes)

Progress Monitoring






RTI2 Expectations – MS/HS MathTier I Daily Instruction (all)



55 mins (daily)90 mins (block)



Progress Monitoring






Understanding the Background

The following slides will discuss the what, why, how and how well of progress monitoring. Although Path Driver Reading/Math has a progress monitoring graphic component built into the product, it is important to understand why it is needed -- and gives you an appreciation for the work of the district team when evaluating options.

Progress Monitoring – Why?Purpose

– Helps us to build more effective instructional programs

– Data-based method of tracking student growthEstimates ROI and amount of time needed to close the gap

– Ensures that intervention is helping student reach goalIs student profiting from his/her instructional program, including the CORE curriculum?

Progress Monitoring - What?

What?– Monitored in the area of deficit using an instrument sensitive

to change (*Academy of Reading/Math)

– Area of deficit: basic reading, reading fluency, reading comprehension, math calculation, math reasoning, written expression. If deficit in oral expression or listening comprehension, consult Speech Language Pathologist.

– May need to administer survey level assessment to determine accurate skill deficit; consult SPED/Psychologist (*see next slide)

– Examples include CBM, computer-based assessments and assessments from intervention materials/kits

Path Driver - Reading

Progress Monitoring – What continued

• All PM measures must include the following:– National percentiles (%iles) – different than

percentages (%)– Allow for repeated measures– Sensitive to change– Specific to area of deficit (*why LL does not work)– Must give information so that ROI can be

transferred to graph form

Path Driver meets all of these criteria

Progress Monitoring How and How Well?

• How?– Administration of probes that are parallel to those

used in the universal screening (Path Driver)– Administered at skill/instructional level

• How Well?– Determines Rate of Improvement (ROI = growth)

Progress Monitoring – Who and How Often?

• Who?– Highly trained personnel

• the person delivering the intervention typically administers PM probe, as the results help to drive intervention choice, intensity, frequency, etc.

– Data will be analyzed by the team

• How Often?– Must occur at least EOW– Depends on skill assessed and expected ROI

• Basic skills (decoding/fluency) improve more rapidly than advanced skills (comprehension, problem-solving)

PROGRESS MONITORING WITHIN PATH DRIVER

A brief reminder of the process


Progress Monitoring and Data-Based Decisions

• Intervention and PM should be related to area of need– If high error rates exist in fluency and phonics, intervene in

phonics before addressing fluency

• Goal Setting (1.5, 2 or custom growth rate?)– You must be knowledgeable of instructional level in order

to set accurate ROI• EPS is working on providing ROI and information for gap analysis

within the system for psychologists

RATE OF IMPROVEMENTNo need to panic, your psychologist has this covered!


Don’t Panic!

The next slides are primarily for school psychologists, but we want everyone to have a basic understanding of how we are calculating ROI (because we are all math people ).☺

Rate of Improvement - Student

_____________ - _____________ / _____________ =___________

Score on last probe

administered

Score on first probe

administered

Number of weeks

Student ROI (slope)

Determine (Intervention) Student ROI

Divide total number of units gained (CWPM, CDPM, correct responses) by the number of weeks that have elapsed.

See Page 11

Rate of Improvement – Typical Peer

_____________ - _____________ / _____________ =___________

Spring Benchmark Expectation

Fall Benchmark Expectation

Number of weeks

Typical ROI (slope)

Determine Typical ROI

Divide total number of units gained (CWPM, CDPM, correct responses) by the number of weeks that have elapsed.

Remember the Growth Rates?

Rate of Improvement – Comparison

Compare Student ROI to Typical ROI

Is Student’s ROI <

Aggressive/Reasonable ROI?

_________

x

__2___

=

_________

□ Yes □ No

Typical ROI Aggressive ROI

OR

___________ x

__1.5___

=

_________

Typical ROI Reasonable ROI

If the team answers “yes”, consider a change in intervention

New for Psychologists

See Page 12

What does this data tell us?

K student – based on current ROI, it will take 20 weeks to meet goal

1st student – will take 40 weeks to meet goal

2nd gr student – will take 60 weeks to meet goal

HS student – will take 1200 weeks to meet goal

Rate of Improvement

In order to be effective, the Student’s ROI must be greater than the ROI of a typical student in order to close the gap and return to grade level functioning.

Intervention Student ROI

Expected ROIGap

ROI and Decision Rules

• 4 data points

• 1-2 variables

• Change in intervention must be considered within each tier before moving to the next tier of intervention

PROGRESS MONITORING WITHIN PATH DRIVER

Analyzing the data


Student Progress Monitoring

Reports Tab – Progress Monitoring

Intervention Changes

• Increasing frequency of sessions• Changing interventions• Changing intervention provider• Changing time of day intervention is delivered

**Remember to document changes in Path Driver – Classes, Student Tools, Manage Case History – and make an event line!

Data Points - Another Wait to Fail Model?

Although data points are associated with intervention effectiveness and tier movement, this is not another wait to fail model. We are providing increasingly intensive intervention throughout the process to determine areas of need earlier (prevention) and intervene more effectively (intervention).

Data Points and Intervention ChangesIf PM every week, need minimum of 10-15 data points

If PM every other week (EOW), need minimum of 8-10 data points

However, just because you have 10 data points, does not mean the student must move tiers; movement/changes are dependent on what the data tells us

– more time needed?

EXCEPTIONS TO THE RULEImmediate movement from Tier I to Tier III


Immediate Tier III Placement• Students performing significantly below grade level may need to be

placed directly in Tier III intervention; however, they must still receive the total amount of time for intervention required in Tier II in addition to the time required in Tier III. Ex: 10 weeks in Tier II + 10 weeks in Tier III.– If directly in Tier III, still need to meet criteria of Tier II

intervention time– Provided same amount of time to respond as student who first received

Tier II interventions– Students must be given adequate time to respond to prescribed

intervention before a referral is made. (min. 20 weeks)– Purpose is to increase intensity of intervention, not to shorten

the duration of the intervention period.– Students placed directly in Tier III demonstrate a higher level of

need and may require several rounds of Tier III intervention before results yield desired effects.

PARENT COMMUNICATIONWhen, why and how


District Work

The district is in the process of developing a presentation discussing RTI2 implementation that is geared specifically toward parents. This will be similar to the prezi currently on the wiki that was viewed by schools this spring.

The state is also hosting parent communication trainings in the grand divisions.

Parent Communication

• Dates and duration of universal screenings– District communicates this through calendar

– Fall: August 18th – 29th – Winter: November 24th – December 10th – Spring: March 23rd – April 2nd

• Before initiating tiered intervention• Before discontinuing tiered intervention• Inform of PM data in writing every 4.5 weeks• Referral to special education / evaluation

Adaptable Parent Communication Letters

www.Tnspdg.com

http://www.tnspdg.com/

SCHOOL TEAMSQuestions to answer


School Teams: Decisions to Make1. Who will be responsible for scheduling PM within Path

Driver for targeted students?2. How will the decision on what area to PM and how often be

made? When will it be made?3. Who will be responsible for ensuring students took PM

assessment EW/EOW?– Written Schedule Reviewed at Grade Level Mtgs?– Calendar invites as reminders?– What if the PM occurs outside of Path Driver?

4. How will data teams/grade level collaboration be scheduled? What will occur? Agenda?

5. Who is responsible for parent communication?– Are you remembering to keep a school copy for records?

Tiers without Tears!Part Deux

A.K.A.

School Teams: Decisions to Make1. Who will be responsible for scheduling PM within Path

Driver for targeted students?2. How will the decision on what area to PM and how often be

made? When will it be made?3. Who will be responsible for ensuring students took PM

assessment EW/EOW?– Written Schedule Reviewed at Grade Level Mtgs?– Calendar invites as reminders?– What if the PM occurs outside of Path Driver?

4. How will data teams/grade level collaboration be scheduled? What will occur? Agenda?

5. Who is responsible for parent communication?– Are you remembering to keep a school copy for records?

3 – 2 – 1

3 -- Please list 3 key ideas from yesterday

2 – List 2 areas your team will need to have as a training focus

1 – One remaining question...

Data Team Meeting

Let’s Discuss...

Please remember to use accountable talk!

Clarifications?

Questions?

INTERVENTIONS

Academy of Reading, Academy of Math and Making Connections Intervention


Academy of Reading / Math

http://youtu.be/5YWXFCLj59Y

http://youtu.be/iY5qZLVEJx4

Additional Intervention OptionsIf you are not utilizing Academy of Reading / Academy of Math, other available resources include:

– District intervention database• http://cmcssrti.wikispaces.com/Intervention+Database

– FCRR • http://fcrr.org/for-educators/sca.asp

– Khan Academy • https://www.khanacademy.org/

– Intervention Central• http://www.interventioncentral.org/

http://cmcssrti.wikispaces.com/Intervention+Database

http://fcrr.org/for-educators/sca.asp

https://www.khanacademy.org/

http://www.interventioncentral.org/

FIDELITY

Ensuring we accurately deliver instruction and intervention as intended by the publisher


RTI2 Expectations – Elem. ELATier I Daily Instruction (all)



150 K-2nd

90 (120*) 3rd-5th 20 K30 1st – 5th

40-45 K45-60 1st – 5th

Ratio N/A 1:5 1:3

Progress Monitoring






See page 10 & 10a

RTI2 Expectations – Elem. MathTier I Daily Instruction (all)



60 K-1st

75 2nd 90 3rd – 5th

20 K-1st 30 2nd – 5th

40-45 K- 1st

45-60 2nd – 5th

Ratio N/A 1:5 1:3

Progress Monitoring




Fidelity Checks 1x/marking period



RTI2 Expectations – MS/HS ELATier I Daily Instruction (all)



55 minutes (daily)90 minutes (block)



Progress Monitoring






RTI2 Expectations – MS/HS MathTier I Daily Instruction (all)



55 mins (daily)90 mins (block)



Progress Monitoring






Fidelity Checks – Why?

• Purpose– ensure the accuracy and extent to which Core

instruction (Tier I) and Tier II / Tier III interventions are implemented as intended by the author/publisher

Fidelity Checks – What?

• What?– Systematic monitoring to determine the extent to

which delivery of an intervention adheres to the protocol as originally developed.

– Implementation integrity – Student / Teacher attendance

• Document dates and time involved; if student is misses 15 minutes of daily Tier II intervention, can you say the intervention has truly been delivered with integrity?

Fidelity Checks – How?

• How – Tier I?Once per marking period

–Review of lesson plans, scope and sequence guides, etc.–Review of teacher-submitted daily schedule–Observations of teachers during the TEAM process–RTI2 data meetings – review of data discussed–Implementation and Alignment to CCCSS

Fidelity Checks – How?• How – Tier 2?

3 times per marking period–Direct Observations (2)

• Unannounced• During intervention time• Focused on individual students

–Review of Implementation Data (1) – Psychologist • Lesson Plans and/or schedules

– Includes attendance and reasons for absence• Review of progress monitoring data


5 times per marking period

–Direct Observations (3)• Unannounced• During intervention time• Focused on individual students


5 times per marking period

–Review of Implementation Data (2) - Psychologist• Lesson Plans and/or schedules

– Includes attendance and reasons for absence• Interventions used• Review of progress monitoring data• Anecdotal information that may account for student

progress or lack thereof

Review of Implementation Data

See Handout

Fidelity – How Well?

80% or greater in:

- Implementation integrity (checklists)-Attendance (review of data)-PM probe administration

Fidelity – Who?TN guidance indicates the following personnel as possibilities:

Administrators or appointed designeesInstructional CoachesRTI Coordinators, fidelity teamsSchool PsychologistsSPED TeachersGuidance Counselors

District will provide additional guidance as to what personnel are appropriate for which type of fidelity check.

ENGLISH LANGUAGE LEARNERS

How to handle ELL students through the universal screening and intervention process

Adapted from State by Cheryl Roby


ELL and Tier I Instruction• Should participate in Tier I ELA and Math

Instruction focusing on CCSS

• Scaffolding and differentiation should be in place with collaboration from ELL teachers

• ELL services will enrich CCSS and incorporate World-Class Instructional Design and Assessment (WIDA)


ELL and Universal Screening• All students participate in universal screening

process for math; If Level 1 or 2, they do not participate in universal screening for reading

• If scores fall below the 25th %ile:– ELDA 1 or 2 / TELPA 1 or 2 receive 60

minutes of ELL services, but not tiered intervention

– ELDA 3 or 4 / TELPA 1 receive 30 minutes of ELL services and tiered interventions

• Services can be push-in / co-teaching or pull-out• May require more time in interventions


ELL and Universal Screening

• When discussing movement in or out of a tier, an ELL teacher must be present in the RTI2

data meeting


RTI, SPECIAL EDUCATION, S-TEAM AND 504

How it all fits together


RTI Tiers and SPEDSPED is a level of service, not a place.

Students identified as requiring intervention outside of the tiers (i.e., SPED) will receive that intervention for a particular skill deficit, as per their IEP.

However, students may also participate in intervention within the tiers.

SPED example: Tier + SPED

• Amy is identified as having a Specific Learning Disability in Basic Reading Skills. She also struggles with math calculation, but did not meet identification criteria in that area. How may Amy’s needs be served?

Ideas? 1. 2. 3.

AMY

Amy will receive core instruction in reading and math through the 90 minute blocks in Tier I.

To address her skill deficit in math calculation, she will participate in Tier II/III intervention during intervention block

To address her skill deficit in basic reading skills (area of SLD), she will participate in reading intervention through SPED during intervention block

Out With the Old, In With the NewOld Way (Then)- Discrepancy

• Student is identified as SLD; specific area of deficit not mentioned on ER

• Once student identified as SPED, any/all services provided as deemed necessary by IEP team

• Amy receives SPED services in reading (basic, fluency and comprehension) and math calculation.

New Way (Now) - RTI

• Student is identified as SLD in specific areas of deficit; not as an overall category

• Services must be provided based on data (both within and outside of SPED), proof of LRE must be demonstrated

• Amy receives basic reading skills intervention through SPED, but math calculation through the tiers, based on data from universal screening.

RTI and Support TeamMiddle / High SchoolsNo changes; All referrals go through S-Team.

ElementaryStudents referred for categories other than SLD go through S-Team. ex: OHI, ED

Students suspected of SLD will be in the tiers for intervention and grade-level collaboration/data teams will make referral decisions

S-Team Example

Teacher reports Amy is easily distracted, has a difficult time remaining in her area, often blurts out answers and has issues initiating and completing tasks. She has poor grades across the board.

How do we handle Amy’s referral?

AmyAmy goes through S-Team based on suspicion of OHI (AD/HD)

The 504 and S-Teams should work together on Amy’s case (support in place while S-Team process is ongoing; evidence of LRE)

Amy receives intervention through the tiers throughout this time, if supported by data from universal screening

RTI and 504● 504 procedures have not changed● 504 Laws have not changed● If a student has an impairment that

substantially limits them as compared to their non-impaired peers, then they qualify for 504.

● RTI should make determining eligibility easier.

● If a student is in intervention, and they have a medical diagnosis, then they most likely will qualify for a 504 plan.

INTELLECTUALLY GIFTED

How to handle students needing enrichment through the universal screening and intervention process

Information provided by Inge Willich and Theresa Rohaly


Intellectually Gifted and RTI - Changes?

Identification standards for IG have not changed

The state’s mandate of a grade-level mass screening no longer exists


Key Ideas

Focus on “adverse impact”

• General Education Classroom Documentation of Classroom Interventions - Form A or B

Differentiation of instruction/intervention in Tier I

If in intervention, it must be worthwhile; strategic, meaningful and promote growth.


Upcoming PLAN activitesDifferences between High Achievers and Intellectually GiftedJune 3 7:30-10:30am What constitutes gifted? (4591.10657)

Differentiation for advanced students within the general education setting

June 20th7:30-10:30am Elementary Gifted Strategies (4624.10810)8:00-3:00 MS session (4590.10656)

July 18th 7:30-10:30am HS session (4629.10841)8:00-3:00 MS session (4590.10670)

RTI RESOURCESStandardize the Process Customize the Implementation

Helpful ResourcesGeneral Resources:

www.tnspdg.comhttp://cmcssrti.wikispaces.com/www.Rtinetwork.org

Intervention Resources:http://cmcssrti.wikispaces.com/Intervention+Database www.Fcrr.orgwww.Interventioncentral.orgwww.Khanacademy.org

See Handout 15

http://www.tnspdg.com/

http://cmcssrti.wikispaces.com/

http://www.rtinetwork.org/

http://cmcssrti.wikispaces.com/Intervention+Database

http://www.fcrr.org/

http://www.interventioncentral.org/

http://www.khanacademy.org/

Sample Schedules – See Handout

Contact Information

Dr. Patti Wilson, NCSP, HSP #2411Support Team Coordinator / School [email protected]

Julie Combs, At-Risk [email protected](931) 920-7953

mailto:[email protected]

mailto:[email protected]

Questions?

Feedback is a gift!

Ask questions via email or parking lot

PLAN evaluation


Documents

Response to Instruction and Intervention (RTI 2 ) – Data Teams and Decision Making