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

2011

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Four Tiers of Support

Continue Tier I and Tier II Support

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Tier IConsultation

Between Teachers-Parents

Student Needs

Reso

urc

es

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

Team

Tier IVConsideration

for EC referral

Tier I

Tier II

Tier III

Tier IV

Student Needs

Ass

ess

men

t

Universal Screening

for ALL students 3x

per year

Progress Monitoring

1-2x per month

Diagnostic Assessment

Progress Monitoring

1-2x per week

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

model

• Student need drives problem solving team members – Parent

– Teacher– Teaching peer, counselor, school psychologist,

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

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Tier III - PSM

• Small percentage of students

• Formalized, systematic process

• Intervention and assessment increases in intensity/frequency

• Individual goals- short and long term

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Layered Support

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2Step 1

Define the Problem

Develop a behavioral (observable) definition

of problem

TEAM FIRST MEETS TO DEFINE PROBLEM

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Step 1: Define the Problem

• Essential step

• Develop a behavioral/academic definition

• Concrete, Observable and Measurable

• Stranger test?

• Most difficult step!

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7 16

5 43

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?

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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?

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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?

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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)

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Environment

Learner

Possible Questions•Any Medical issues?

•Background information in the cumulative record?

•Language issues?

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Leaner

Step 2: Develop an Assessment Plan

ReviewInterviewObserveTest

Curriculum

Environment

LeanerReviewInterviewObserveTest



Instruction

Review

Examples•Review records

•Review grades

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

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Interview

Examples•Teacher interview

•Parent interview

•Interview past teachers/previous school

•Student interview (older grades)

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Observe

Examples•Student observation

•Student/teacher interaction observation

•Instructional observation– Core – Intervention

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Test

Examples•CBM in area of concern

– Survey level – Grade level

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

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• 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

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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.

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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

http://www.fcrr.org/FAIR/index.shtm-

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Case Study – Tier III

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Case Study - Page 1

• Student Name: Chris

• Date: 9/6/XX

• Areas targeted for instruction/intervention: Reading

• Specific Problem: Reading Fluency

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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)

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Record Review (cont’)• Universal screening data

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

- math - on grade level

• DRA2 = 20

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29

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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.

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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

32

50

45

40

35

30

25

20

15

10

2830 30

Tier I Interventions

1 2 3 4 5

29

6 7 8

36

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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

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Tier II (cont’)

• Progress monitoring data R-CBM

• 35, 40, 42, 43

35

50

45

40

35

30

25

20

15

10

36

Tier II Interventions

40

35

42 43

55

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1 2 3 4 5 6 7 8

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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

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7 16

5 43

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?

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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?

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

peers in classroom

• Hypothesis rejected

Environment

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• 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

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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

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• Speech Language Screening– Passed

• Social/Developmental History– Uneventful social/medical development

• Hypothesis rejected

Leaner

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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.

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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

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Tier III - Goal Setting

• Norm Referenced Goal

• Rate of Improvement (ROI)/Growth Rate

• Percentile Rank

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Tier III – Goal Setting: Norm Referenced

• A standard, model or pattern regarded as typical

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

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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)

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Average Range

Fall

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Average Range Winter

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Average Range Spring

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Case Study – Goal Setting

• Baseline Data– Reading CBM

• 33, 36, 34 – DRA2 level 18

• Goal setting for Chris

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Chris’ score in the fall was 34 wcpm -

What percentile is this?

The 10th percentile

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

reading fluency in the winter?

79 wcpm

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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

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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.

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Average Rate of Improvement/Growth Rate

Double the average

ROI- 1.1 x 2 = 2.2

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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

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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.

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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

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7 16

5 43

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?

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Tier III – Intervention Plan

• Continue Tier I and II

• Plan based on the gathered data

• Correct Problem Definition = Effective Interventions

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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

Ass

ess

men

t

Universal Screening

for ALL students 3x

per year

Progress Monitoring

1-2x per month


Progress Monitoring

1-2x per week

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Frequency of Assessment Directly Related to Student Achievement

Similar results found by Fuchs & Fuchs (1986)

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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

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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

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7 16

5 43

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!

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Tier III - Implement the Plan

• Monitor progress throughout intervention

• Graph progress against short term goal

• Check fidelity of intervention

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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

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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

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Tier III - Initial Graph

BaselineBaseline GoalGoal or Aimline

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

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Tier III Case Study – Progress Monitoring

Week One: Tuesday- 36; Thursday- 34

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

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Decision Making

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

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Week Three: Tuesday- 34; Thursday- 26

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

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Tier III Case Study – Intervention Change

Intervention Change

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

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Week Five: Tues- 42; Thurs – 40

Week Six: Mon- 45; Wed – 47; Fri- 49

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

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Week Seven: Tues- 50; Thurs- 55

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

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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

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ANALYZE THE PLAN

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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

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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

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Tier III Case Study – Decision Making

• What about his subgroup?

• Whole school population?

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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

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