1 Responsiveness to Instruction (RtI) Problem-Solving Model Tier III North Carolina Department of...

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Responsiveness to Instruction(RtI)

Problem-Solving Model Tier III

North Carolina Department of Public Instruction

Four Tiers of Support

Continue Tier I and Tier II Support

Tier IConsultation

Between Teachers-Parents

Student Needs

The NC Problem- Solving Model

Identify Area(s)

of Need

Implement Plan

Evaluate

Develop a Plan

Tier II Consultation With OtherResources

Tier IIIConsultation

with the Problem Solving

Tier IVConsideration

for EC referral

Tier I

Tier II

Tier III

Tier IV

Student Needs

Universal Screening

for ALL students 3x

per year

Progress Monitoring

1-2x per month

Diagnostic Assessment

Progress Monitoring

1-2x per week

Tier III - PSM• Repeat steps of cyclical problem-solving

• Student need drives problem solving team members – Parent

– Teacher– Teaching peer, counselor, school psychologist,

curriculum specialist, data/assessment specialist administrator, social worker, nurse, etc.

Tier III - PSM

• Small percentage of students

• Formalized, systematic process

• Intervention and assessment increases in intensity/frequency

• Individual goals- short and long term

Layered Support

2Step 1

Define the Problem

Develop a behavioral (observable) definition

of problem

TEAM FIRST MEETS TO DEFINE PROBLEM

Step 1: Define the Problem

• Essential step

• Develop a behavioral/academic definition

• Concrete, Observable and Measurable

• Stranger test?

• Most difficult step!

2Step 1

Define the Problem

of problem

Step 2Develop an

Assessment PlanGenerate a hypothesis

and assessment questions

related to the problem

HOW DO WE ANSWER THESEQUESTIONS?

Step 2: Develop an Assessment Plan• We must ask questions to form a hypothesis

regarding “What is the problem? Why is it occurring?”

• We ask questions across four domains:

Instruction

Curriculum

Environment

Leaner

InstructionPossible Questions•Has the instruction been consistent?

•Has the student received instruction in constituent skill areas?

•Does the student respond more effectively to a different pace?

•Has the student received descriptive feedback?

Instruction

CurriculumPossible Questions•Are the deficits in the core?

•Does the curriculum include the needed skills?

•Has the student had enough time in the curriculum skill areas?

Curriculum

Environment

Possible Questions•Is the student “on-task” during instruction?

•How is his/her behavior in class and out of class?

•Home and school environment? (past and present)

Environment

Learner

Possible Questions•Any Medical issues?

•Background information in the cumulative record?

•Language issues?

Leaner

Step 2: Develop an Assessment Plan

ReviewInterviewObserveTest

Curriculum

Environment

LeanerReviewInterviewObserveTest

ReviewInterviewObserveTest

Instruction

Review

Examples•Review records

•Review grades

•Review teachers’ anecdotal records/instructional artifacts/work samples

Interview

Examples•Teacher interview

•Parent interview

•Interview past teachers/previous school

•Student interview (older grades)

Observe

Examples•Student observation

•Student/teacher interaction observation

•Instructional observation– Core – Intervention

Examples•CBM in area of concern

– Survey level – Grade level

•CBM in other areas•Common Assessments•Diagnostic – informal or formal

• Further investigation to help determine which intervention is most appropriate

• Can be CBM or other common assessments

Examples

Running Record, CBM, Informal reading assessments, Single skill math computation tests, Writing samples,

Student interviews

Diagnostic Assessment: Myths

• Comes in a box• Used to identify the presence of a reading disorder• Must be administered by specialists• Are formal• Time consuming and impractical.

Resources for Free Diagnostic Assessments• http://www.fcrr.org/FAIR/index.shtm- diagnostic

reading assessments for pre-K through high school

• http://www.thephonicspage.org/On%20Reading/readinggradeleve.html - diagnostic phonics assessments for all grade levels

• Math- Intervention Central has the ability to make up single skill probes of math skills

Case Study – Tier III

Case Study - Page 1

• Student Name: Chris

• Date: 9/6/XX

• Areas targeted for instruction/intervention: Reading

• Specific Problem: Reading Fluency

Case Study: Tier III Background Information

Record Review

• Vision/Hearing - pass

• Retentions - none

• Absences/tardies - no concerns

• Transferred schools - midyear first grade (VA)

• Prior interventions – Tier I and II in second grade (see data)

Record Review (cont’)• Universal screening data

- R-CBM - 34, MAZE - 3 (Fall-current school year)

- math - on grade level

• DRA2 = 20

Tier I (during second grade)

– Define the problem - “Chris’ R-CBM score of 29 (Winter- universal screening) is below the 10th percentile when compared to national norms.”

– Error analysis (teacher) indicates several decoding weaknesses, including multisyllabic words, diagraphs, blends

– Chris’ low score on R-CBM is because of his weakness in decoding, specifically multisyllabic words.

Tier III - Case Study:Background Information

Tier I (cont’)

• 8 weeks intervention (2/01/xx - 3/28/xx)

• Syllable pattern activities from FCRR - 2x/week,

15 min./session• Progress monitoring data R-CBM

• 28, 30, 36, 30

2830 30

Tier I Interventions

1 2 3 4 5

Tier II

• Chris’ low score on R-CBM is because of his weaknesses in decoding, including multisyllabic words and diagraphs.

• 8 weeks intervention (3/28/xx -5/30/xx)

• Syllable pattern activities from FCRR - 2x/week,

15 min./session

• Letter sound correspondence activities from FCRR - 2x/week, 10 min./session

Tier II (cont’)

• Progress monitoring data R-CBM

• 35, 40, 42, 43

Tier II Interventions

1 2 3 4 5 6 7 8

Case Study - Page 1Create a hypothesis statement for each domain

Why do you think the problem is occurring?InstructionCurriculumEnvironment Learner

What information do you need?ReviewInterviewObserveTest

2Step 1

Define the Problem

of problem

Step 2Develop an

Step 3Analysis of the

Assessment PlanDetermine if problem is

correctly defined

WHAT DID WE FIND?

Tier III - Analyze the Assessment Plan

Team reconvenes (within 2 weeks) to discuss results of assessment results

• Is our problem correctly defined?

• What is our hypothesis (based on the data we gathered) and how will we “test” it?

• Structured observation results– Attention to task was age appropriate compared to

peers in classroom

• Hypothesis rejected

Environment

• CBM error analysis - confirms multisyllabic words,

diagraphs, blends• Review DRA2 - Score of 18 • Interview Instructional specialist from previous

school–Previous utilized different materials and instructional methods

• Hypothesis accepted

Curriculum

Tier III – Analyze the Assessment Plan

• Teacher Interview– Determined review of early literacy skills is not an

intentional component of reading instruction

• Instructional observation– Review of early literacy skills was not observed

• Review instructional materials– 3rd grade materials do not include a review of early

literacy skills

• Hypothesis accepted

Instruction

• Speech Language Screening– Passed

• Social/Developmental History– Uneventful social/medical development

• Hypothesis rejected

Leaner

2Step 1

Define the Problem

of problem

Step 2Develop an

correctly defined

Step 4Generate a Goal

StatementSpecific Description of the

changes expected in student behavior

WHERE DO WE WANT THEM TO BE?

Doran, George T. "There's a S.M.A.R.T. way to write management's goals and objectives." Management Review, Nov 1981, Volume 70 Issue 11.

Tier III – Goal Setting

• Short Term Goal– Length determined by intervention period

• Example: 8-10 weeks from intervention start date

– Set goal based on baseline data

• Long Term– Length determined by grade level expectations

• Example: end of school year

– Set goal based on baseline data

Tier III - Goal Setting

• Norm Referenced Goal

• Rate of Improvement (ROI)/Growth Rate

• Percentile Rank

Tier III – Goal Setting: Norm Referenced

• A standard, model or pattern regarded as typical

• Typical performance of peers? – Classroom– Grade – District – State – Nation

Tier III – Goal Setting:Norm Tables

• Percentile ranks

• Average score (range 25th-75th percentile)

• Let’s practice reading a norm table

(Example is for practice only)

Average Range

Average Range Winter

Average Range Spring

Case Study – Goal Setting

• Baseline Data– Reading CBM

• 33, 36, 34 – DRA2 level 18

• Goal setting for Chris

Chris’ score in the fall was 34 wcpm -

What percentile is this?

The 10th percentile

What is the goal for Chris to be in the average range for

reading fluency in the winter?

79 wcpm

Norm-Referenced Goal

• Chris will read 79 words correctly per minute, from a third grade reading passage, by January.

Specific, Measurable

Attainable

Relevant

Time-Bound

Rate of Improvement/Growth Rates

• Use for shorter time periods

• Double growth rate– Student significantly below peers and/or targets

Students who are below need to grow evenfaster than a typical student in order to

close the gap.

Average Rate of Improvement/Growth Rate

Double the average

ROI- 1.1 x 2 = 2.2

Tier III – Goal Setting

• Double growth rate for Chris

• Intervention phase (end of short term goal) – 8 weeks

2.2 x 8 = 17.6 (gain score)

Gain score + baseline = short term goal

17.6 + 34 = 51.6 wcpm Short term goal

Tier III - Long Term Goals

• Set 1-2 years beyond baseline

• Focuses on grade level functioning

• Can utilize different assessment tools for short and long term goal setting

Example: Chris – DRA2

Chris will read Level 34 text independently by the end of third grade.

Tier III – Case Study

• Set a goal for Chris– Norm Reference– Rate of Improvement

• Document on page 2– Hypothesis statement– Supports needed to close gap in performance– Goal statement

2Step 1

Define the Problem

of problem

Step 2Develop an

correctly defined

Step 5Develop an

Intervention PlanBase interventions on

best practices and research-proven

strategies

HOW DO WE INTERVENE?

Tier III – Intervention Plan

• Continue Tier I and II

• Plan based on the gathered data

• Correct Problem Definition = Effective Interventions

Tier III - Intervention Plan

• Detailed- should pass stranger test (who, what, when, how long, where)

• Measurement strategy – how will you progress-monitor?

(match intensity of intervention)

• Decision rules

Tier I

Tier III

Tier IV

Student Needs

Universal Screening

for ALL students 3x

per year

Progress Monitoring

1-2x per month

Progress Monitoring

1-2x per week

Frequency of Assessment Directly Related to Student Achievement

Similar results found by Fuchs & Fuchs (1986)

Progress Monitoring Necessities

Research recommends: 3-4 consecutive data points below aimline or 4-6

consecutive data points above aimline- consider problem-solving;

6-10 consecutive data points showing negative trend- consider problem-

solving

Tier III - Case Study

• How will you intervene?

• What resources do you have in your building to meet Chris’ needs?

• How will you monitor progress?

• Complete page 3

2Step 1

Define the Problem

of problem

Step 2Develop an

correctly defined

Step 5Develop an

strategies

Step 6 Implement the

Intervention PlanProvide strategies,

materials, and resources: include

progress monitoring

IMPLEMENT THE PLAN!

Tier III - Implement the Plan

• Monitor progress throughout intervention

• Graph progress against short term goal

• Check fidelity of intervention

Tier III - Case Study

• Reading CBM - baseline scores 33, 36, 34

• Median Score – 34

• Graph Chris’ scores– Baseline scores

– Short term goal – 52 for 8 weeks of intervention

– Draw aimline

Semi-Log Chart: Designed for skills where equal interval monitoring is not sufficient to conveygrowth

Ex: young children learning basic skills the growth between1 and 5 letter sounds is of greater significance than between 20 and 50

Tier III - Initial Graph

BaselineBaseline GoalGoal or Aimline

Plot Week One: Tuesday- 36; Thursday- 34Plot Week two: Monday- 28; Wed- 40; Fri- 38

Tier III Case Study – Progress Monitoring

Week One: Tuesday- 36; Thursday- 34

Week two: Monday- 28; Wed- 40; Fri- 38

Decision Making

Week Three: Tuesday- 34; Thursday- 26Week Four: Mon- 36; Wed- 38; Fri- 38

Week Three: Tuesday- 34; Thursday- 26

Week Four: Mon- 36; Wed- 38; Fri- 38

Tier III Case Study – Intervention Change

Intervention Change

Week Five: Tuesday- 42; Thursday- 40Week Six: Mon- 45; Wed- 47; Fri- 49

Week Five: Tues- 42; Thurs – 40

Week Six: Mon- 45; Wed – 47; Fri- 49

Week Seven: Tuesday- 50; Thursday- 55Week Eight: Mon- 56; Wed- 54; Fri- 57

Week Seven: Tues- 50; Thurs- 55

Week Eight: Mon- 56; Wed- 54; Fri- 57

2Step 7Analysis of the

Intervention Planmake a team decision on the effectiveness of

the intervention

Step 1Define the

ProblemDevelop a behavioral

(observable) definition of problem

Step 2Develop an

Assessment PlanCreate a functional and

multidimensional assessment to

test the hypothesisStep 4Generate a Goal

Step 5Develop an

strategies

Step 6 Implement the

Intervention PlanProvide strategies,

materials, and resources: include

progress monitoring

ANALYZE THE PLAN

Tier III - Analysis of the Intervention Plan• Was the goal met?

• How does the student compare to the norm:– School

– Subgroup

– District

– Nation

• What is the student’s growth rate?

Tier III - Analysis of the Intervention Plan

EVALUATE the DATA

Progress monitoring is essential– Examine student performance– Evaluate the effectiveness of instruction

Tier III Case Study – Decision Making

• Goal 51 – Chris - 56

• National 25th percentile for winter is 79

• Average growth rate is 1.1– Chris’ - 2.875 per week

• Make a decision

Tier III Case Study – Decision Making

• What about his subgroup?

• Whole school population?

Target Student

Discrepancy 1: Skill Gap (Current Performance Level)

Avg Classroom Academic Performance Level

‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003)

Discrepancy 2:Gap in Rate of Learning (‘Slope of Improvement’)

Tier IV - PSM• Review all available data and

- Continue interventions at Tier III

OR-Refer for consideration of special education

• If referral is made:-Define the problem-Use progress monitoring data as baseline on IEP–IEP (intervention) is developed based on data

• Continue problem solving

1 Responsiveness to Instruction (RtI) Problem-Solving Model Tier III North Carolina Department of...

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