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Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers Gibbsdenise@aol.com

STUDENT SUCCESS. PST. RtI. Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers Gibbsdenise@aol.com. Successful RtI Implementation . Should involve all personnel and all students in all schools. Can result in tremendously positive outcomes for all.

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Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers Gibbsdenise@aol.com

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  1. STUDENT SUCCESS PST RtI Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers Gibbsdenise@aol.com

  2. Successful RtI Implementation • Should involve all personnel and all students in all schools. • Can result in tremendously positive outcomes for all. • Will be facilitated through the work of Problem Solving Teams.

  3. Some RTI Elements to be Discussed Today • Tiers of instruction and intervention • Problem Solving Teams • Intervention goal setting • Data Management

  4. Tiers of Instruction and Interventions: Expected Outcomes!

  5. Problem Solving Team Details

  6. Problem Solving Team Purpose Problem Solving Teams will ensure that: • students receive interventions matched to their identified needs • appropriate intervention goals are set • appropriate progress monitoring tools are utilized to provide evidence of students’ response to intervention • progress monitoring data are used to make timely instructional decisions which maximize student outcomes.

  7. Number of Problem Solving Teams per school • To be locally determined • Important considerations • The number of PSTs needed per school will be determined by the number of students receiving interventions. • No PST should be expected to manage more students than can be responsibly and effectively reviewed and monitored.

  8. Problem Solving Team Structure • To be locally determined • Some suggestions • Grade-level PSTs • Across grade level PSTs (K-2, 3-5, etc) • Teacher team PSTs • Departmental PSTs • Other • Good to involve as many school personnel as possible on teams.

  9. Frequency and duration of Problem Solving Team meetings • To be locally determined • Important considerations • Each student’s data should be reviewed at least monthly • Progress reports to parents should be sent regularly • Generally, duration should not exceed one hour. • It may work well to meet weekly and to review ¼ of the students each week.

  10. Problem Solving Team Members • Classroom teachers. • Intervention teachers. • Instructional Coaches (Reading, Literacy, Math, Graduation, etc). • Special Education teachers. • School Counselor/School Psychologist. • Administrator (principal or assistant principal).

  11. Problem Solving Team Member Roles • Chairperson • Which students will be discussed and in what order • Notify members • Secretary • Note decisions made and generate parent letters • Timekeeper • Keep discussions on track and timely • Data person • Present and explain graphs

  12. Two important distinctions……

  13. Interventions & Accommodations • The accommodations which have been recommended by the BBSST in the past will NOT meet the scientific, research-based intervention requirements included in current Federal and State laws and regulations.

  14. Interventions & Accommodations • Effective interventions actually result in improved skills for students. • Student achieves increased computation fluency. Expectations for the student are NOT REDUCED! • Accommodations may result in improved grades without actually improving skills. • The student is given more time or fewer math problems. Expectations for the student are REDUCED!

  15. Continuous Intervention Services • When students begin the intervention process (Tier II or Tier III), they will continue in that process until they have attained grade-level standards and skills or until they are referred to the next tier or level. • The work of the Problem Solving Team with a student may continue from one grade to the next based upon data analysis and intervention outcomes.

  16. Intervention goal setting……

  17. Intervention goal setting • Determine student’s BASELINE from benchmark testing and initial progress monitoring probes. • Reading – # of mazes; # words per minute; % accuracy; # letters named; # of phonics patterns words; etc • Math – math concepts score; computation score; early numeracy scores; etc

  18. Intervention goal setting • Determine level of skill expected at year’s end (GOAL). • Subtract BASELINE score from the GOAL to get needed gain (GROWTH) • Divide GROWTH by number of available weeks of intervention to get the weekly rate of improvement (ROI) needed to reach year-end goal.

  19. Intervention goal setting-example • Mary is in the 4th grade and does not comprehend grade-level text well. The school offers 30 weeks of intervention for the year. • Mary’s maze benchmark score = 4 mazes (<10th percentile) • Team sets goal at 15 mazes (>25th percentile) • Needed GROWTH = 11 mazes (15 – 4 = 11) • ROI = 11/30 or .37 mazes per week

  20. Writing intervention goals • Intervention goal example - • In 30 weeks, Mary will correctly complete 15 mazes from grade 4 standard progress monitoring passages as measured by 3 minute silent reading probes. The expected weekly rate of improvement is .37 mazes per week.

  21. Data management

  22. Review of data The PST reviews each student's accumulated progress monitoring data on a specified schedule (generally, each student should be reviewed monthly). • Sample data management spreadsheet tool.

  23. THANK YOU! gibbsdenise@aol.com

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