TrackingProgressforTier2StudentsinResponsetoIntervention(RTI)

Wednesday,November9,2016

JointheBlendedLearningcommunity: www.edweb.net/blended

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TheraPearceDirectorofProfessionalDevelopmentandImplementationDreamBox Learning

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TheraPearceDirectorofProfessionalDevelopmentandImplementationDreamBox Learning

TrackingProgressforTier 2StudentsinResponsetoIntervention(RTI)

NOVEMBER 9, 2016

Thera PearceDirector of PD and Implementation, DreamBox Learning

A systemic, continuous-improvement framework in which data-based problem-solving and decision making is practiced across all levels of the educational system for supporting studentsColoradoDepartmentofEducation

What is RTI and how does it fit with MTSS?

ColoradoDepartmentofEducation

• SharedLeadership• Data-BasedProblemSolvingandDecisionMaking• LayeredContinuumofSupports• Evidence-BasedInstruction,Intervention,andAssessmentPractices

• UniversalScreeningandProgressMonitoring• Family,School,andCommunityPartnering

ComponentsofMTSS

ColoradoDepartmentofEducation

• SharedLeadership• Data-BasedProblemSolvingandDecisionMaking• LayeredContinuumofSupports• Evidence-BasedInstruction,Intervention,andAssessmentPractices

• UniversalScreeningandProgressMonitoring• Family,School,andCommunityPartnering

ComponentsofMTSS

• ResponsetoIntervention• Positive/Questionable/Poor

•ProgressMonitoring• FidelityMonitoring

•HypothesisGeneration&Validation

•RIOT/ICEL

•GoalSetting•Wherearewe?•Wheredowewanttogo?•GapAnalysis

http://rti.dadeschools.net/pdfs/Rtl_Guide/Ch4-four_step_problem_solving_model.pdf

ProblemSolvingModel

ProgramEvaluation ProblemID

ProblemAnalysis

ImplementPlan

•ResponsetoIntervention•Positive/Questionable/Poor

•ProgressMonitoring• FidelityMonitoring

•HypothesisGeneration&Validation

•RIOT/ICEL

•GoalSetting•Wherearewe?•Wheredowewanttogo?•GapAnalysis

http://rti.dadeschools.net/pdfs/Rtl_Guide/Ch4-four_step_problem_solving_model.pdf

ProblemSolvingModel

ProgramEvaluation ProblemID

ProblemAnalysis

ImplementPlan

ImplementPlan

IESWhatWorksClearingHouseSuggestions

http://ies.ed.gov/ncee/wwc/PracticeGuide/2

“Explicit Instruction”

The National Mathematics Advisory Panel defines explicit instruction as follows (2008, p. 23):

• “[Teachers] provide clear models for solving a problem type using an array of examples.”

• “Students receive extensive practice in use of newly learned strategies and skills.”

• “Students are provided with opportunities to think aloud (i.e., talk through the decisions they make and the steps they take).”

• “Students are provided with extensive feedback.”

Progress Monitoring: Data Collection

• Curriculum Based Measures (CBM)

• Formative Assessment• Summative Assessment

ColoradoDepartmentofEducation

CurriculumBasedMeasure

FormativeAssessment

FormativevsSummativeAssessment

Formative (throughout)

• Rubrics• Class discussions• Checklists• Exit Tickets• Questionnaires• Journals/progress notes• Self evaluations• Observations• Conferences/interviews

Summative (at the end)

• Rubrics• Written tests• Presentations• Creative assignments• Portfolios• Projects/products• Practical examinations

Source:Kearns,D.M.,(August,2016).Studentprogressmonitoringtoolfordatacollectionandgraphing[computersoftware]Washington,DC:U.S.DepartmentofEducation,OfficeofSpecialEducationPrograms,NationalCenteronIntensiveIntervention.

Progress Monitoringhttp://www.intensiveintervention.org/resource/student-progress-monitoring-tool-data-collection-and-graphing

Progress Monitoring: Toolshttp://www.intensiveintervention.org/resources/tools-charts

Progress Monitoring: Toolshttp://www.rtinetwork.org/images/content/downloads/get%20started/interventionschart.pdf

Progress Monitoring: Toolshttp://www.rtinetwork.org/images/content/downloads/get%20started/hall_checklist.pdf

ColoradoDepartmentofEducation

• SharedLeadership• Data-BasedProblemSolvingandDecisionMaking• LayeredContinuumofSupports• Evidence-BasedInstruction,Intervention,andAssessmentPractices

• UniversalScreeningandProgressMonitoring• Family,School,andCommunityPartnering

ComponentsofMTSS

• ResponsetoIntervention• Positive/Questionable/Poor

•ProgressMonitoring• FidelityMonitoring

•HypothesisGeneration&Validation

•RIOT/ICEL

•GoalSetting•Wherearewe?•Wheredowewanttogo?•GapAnalysis

http://rti.dadeschools.net/pdfs/Rtl_Guide/Ch4-four_step_problem_solving_model.pdf

ProblemSolvingModel

ProgramEvaluation ProblemID

ProblemAnalysis

ImplementPlan

Tracking Progress: Tier 2 Students in RTI

NOVEMBER 9, 2016

Thera PearceDirector of PD and Implementation, DreamBox Learning

Q & AThera Pearce

Director of Professional Developmentand Implementation, DreamBox Learning

Follow Thera on Twitter: @PearceThera

DreamBox Learning® K–8 MathTransformative Learning Experiences available in English & Spanish

DreamBox Lessons & Virtual ManipulativesIntelligently adapt & individualize to:• Students’ own intuitive strategies• Kinds of mistakes• Efficiency of strategy• Scaffolding needed• Response time

“I’ve tried teaching this topic with pencil, paper, and plastic manipulatives for twenty years and students have never really gotten it. I can immediately see that DreamBox has invented new, digital manipulatives and games that are far more powerful for student learning.”– Urban District Math Leader, CA

AssignFocus™

Differentiated assignments for every student through your Insight Dashboard

To accelerate learning, offer remediation, and adjust classroom instruction

iNACOL is right around the corner… Catch us at @DreamBox_Learn

Learn more and see how it works:www.DreamBox.com/request-a-demo

Efficacy: Independent Validation from SRI and from CEPR at Harvard University

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Thankyoutoourpresenter!

TheraPearceDirectorofProfessionalDevelopmentandImplementationDreamBox Learning

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www.dreambox.com

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