Goose Creek CISD

Response to Intervention TrainingPart I

THE BASICS OF RTIAndrea Ogonosky, Ph.D., LSSP, NCSPLicensed PsychologistEducational Consultant

RtI Non-Negotiables• Foundations

• Federal Law (NCLB, IDEA 2004)• State Rules and Regulations• Case Law

• Format• District Problem Solving Philosophy (Tied to Mission

Statement)• Campus Plans

• Fidelity• Process implementation• Assessment Integrity

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From NCLB:“…holding schools, local education agencies, and

States accountable for improving the academic achievement of all students…” and “…promoting schoolwide reform and ensuring the access of all children to effective, scientifically-based instructional strategies…” [PL 107-110 §1001(4) and (9)]

From IDEA:“…to improve the academic achievement and

functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible.” [20 U.S.C. 1400(c)(5)(E)]

Bigger Picture: Why RtI?

Problem Solving including RtIProblem Solving

Model

3-Tier Model

with

Scientifically-BasedData Systems

& u

ses

Scientifically-Based Interventions

and

Data-BasedDecision Making

for

Previous Policy:Process-Driven;

Outcomes Lacking

Future Experience:Full Implementation

Current Policy:Outcomes-Driven;

All Students

Successful District RtI Plan• Led by General Education, Supported by Special Education

• Infrastructure for a 3-Tiered Model• Problem-Solving Model Implemented with Integrity• Effective Collection and Use of Data• Decision Rules for Intervention Evaluation and Eligibility Determination

• Technology to Manage and Document Data-Based Decision Making

• Improved Academic and Behavior Outcomes for All Students

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RTI Key Practices• Using research-based, scientifically validated interventions/instruction

• Monitoring student progress to inform instruction

• Making decisions based on data• Using assessments for: (1) universal screening; (2) progress monitoring; and (3) diagnostics

RtI: Problem Solving Assessment

80%

15%

5%

Interventions

Universal ScreeningProgress

Monitoring

Progress MonitoringDiagnostics

Progress MonitoringDiagnostics

Grade LevelInstruction/ Support

Student Instructional LevelSupplemental Interventions90 min per week additional

Student Instructional LevelSupplemental Interventions120 min per week additional

Tier 1: Core Instruction /Universal Interventions

ACADEMIC

Quality core instruction and strategies

Differentiated Instruction

Embedded Interventions

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Universal Screening: Academic Continuous progress monitoring of grade level success

Show Me the Data!

Remember if it is not documented

. . . Then IT DID NOT HAPPEN!

Data Analysis Teaming

• Review prepared data sets• Identify current performance of grade level• Set measurable goal(s)• Identify research‐based instructional strategies• Analyze suggested strategies• Select and agree to implement strategies• Plan logistics of strategy implementation

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Tier 2: Targeted Interventions

ACADEMICStrategic and supplemental

Standard protocol / evidence-basedSmall group (5:1)

January 2011 12

Rubric for decision making: decision rules, aim-line /goals, guidelines for increasing /decreasing support or changing intervention.

Focused continuous progress monitoring that increases with intensity of instruction and intervention

Strategic Interventions• Must meet NCLB standards• Interventions linked to the student instructional level

• Intervention “links” to the problem definition• Training for use

Data Documentation: Tier 2• Updated Tier 1 documentation• Baseline data (instructional level)• Aim Line or Goal • Intervention selected (research-based)• Progress monitoring data ( Slope of Improvement)

• Comparison with evidenced based norms• Interventions/Fidelity• Observations

Tier 3: Intensive InterventionsACADEMIC

Increased strategic and supplemental Group size decreased (3:1)

January 2011 15

Rubric for decision making: decision rules, aim-line /goals, guidelines for increasing /decreasing support or changing intervention. Focused continuous progress monitoring that increases with intensity of instruction and interventionPattern of inadequate responses may lead to refer for Section 504 or Special Education

Data Documentation: Tier 3

• Updated Tier 1 documentation• Updated Universal Screening• Updated Benchmarks• Slope of Improvement• Interventions/ Fidelity Documentation• Observations

PROBLEM SOLVING PROCESS

RtI Critical Questions• What exactly do we expect all students to

learn?• How will we know if they’ve learned it?• How will we respond when some students

don’t learn it?• How will we respond when some students

have already learned?

Connections• What exactly do we

expect all students to learn?

• How will we know if they’ve learned it?

• How will we respond when some students don’t learn it?

• How will we respond when some students have already learned?

• Core program• Standards• Alignment Documents

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Connections• What exactly do we

expect all students to learn?

• How will we know if they’ve learned it?

• How will we respond when some students don’t learn it?

• How will we respond when some students have already learned?

• Progress monitoring• Universal screener• In program assessments

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Connections• What exactly do we

expect all students to learn?

• How will we know if they’ve learned it?

• How will we respond when some students don’t learn it?

• How will we respond when some students have already learned?

• Interventions• Decision rules• Protocol

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Connections• What exactly do we

expect all students to learn?

• How will we know if they’ve learned it?

• How will we respond when some students don’t learn it?

• How will we respond when some students have already learned?

• Decision rules• Protocol

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Essential Component of RtI: Problem-Solving Method

What is the problem?

Why is ithappening?

What should be done about it?

Did it work?

Problem-Solving Process

1. Identify and analyze the problem (including collection of baseline data)

2. Generate a hypotheses and possible intervention strategies

3. Implement an intervention plan with data collection

4. Analyze the data and reviewing/ revising interventions as needed

• Review prepared data sets (Referral) Consultation / Case Facilitation

• Scheduled meeting and attendance• Evidence of linking problem identification to intervention

Team Data Analysis

• Evidence of analysis of data• current performance of grade level• baseline reference• measurable goal(s)• research based instructional strategies• analysis suggested strategies• logistics of strategy implementation

(Who, What, When, Where)

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Team Data Analysis

Assessment of Learning

Outcome Measurement• Provides data about what has been accomplished over a period

of time• Provides broader information about programs and student

learning

Screening • Predicts which students are likely to experience difficulty• Identifies students who are at-risk and in need of further

diagnostic assessment

RIDE PreK-12 Literacy Policy December 2005

Assessment for Learning

Progress Monitoring • Informs the teacher about a student’s progress• Determines if the student is making progress• Provides timely measures to inform instruction

Diagnostic Measurement• Provides more precise and in-depth analysis of a student’s

strengths and weaknesses• Determines more specifically problematic areas for the student

RIDE PreK-12 Literacy Policy December 2005

Team Process: The Basics29

•Maintain confidentiality.•Hold meetings in a timely manner •Display agenda during meeting•Set clear time limits.•Access and use auxiliary personnel and other appropriate resources.•Have members that represent a variety of experience and expertise: knowledge of classroom management, curriculum and instruction, and student motivation.

Tier Who What Where When

3 Interventionist-------------Teacher

Supplemental-----------------Core

Small group---------------Classroom

45 min daily-----------------Daily

2 Interventionist-------------Teacher

Supplemental---------------Core

Small group---------------Classroom

30 min 3 x week--------------------Daily

1 Teacher

Lesson PlansDifferentiationProducts

Classroom Daily

Deciphering Intervention Plan

In

tens

ity

Legal “Minefields” of RtI Data• Defining an intervention process (consistency)• Documenting access to instruction• Interpreting data• Communication and consensus • Aligning data to tell the student’s learning story• Too broad or too narrow focus on data

TIP #1 KNOW YOUR DISTRICT’S RTI RUBRIC (EXPECTATIONS)

TIP # 2: KNOW YOUR ASSESSMENTS

TIP #3: KNOW YOUR INSTRUCTION

Lessons Learned Staff Awareness of confirmatory biasConsistency in decision makingMost common Interpretation errors

What is Important to Educators?• A process that does not add to their current job expectations

• Assessment and Documentation that is user-friendly and understandable

• No Need for Additional Staff• Meets requirements of IDEA, NCLB, and OCR

Questions

Andrea Ogonosky

• www.facebook.com/pages/Academic-BehaviorInterventions/184751798229934