Responsiveness to Instruction ( RtI )

1. Responsiveness to Instruction(RtI) Problem-Solving Model Tier I North Carolina Department of Public Instruction 2011 1

2. Two National RtI Models NCRtI Standard Protocol Problem- Solving Hybrid

3. Four Tiers of Support 3

4. What is a Standard Protocol Model? • Minimal Analysis of Deficit Skill • Data • Evidence-based, Multi-component Programs • Monitoring 3

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7. What is a Problem-Solving Model? • Systematic analysis • Functional assessment • Data • Instructional plan • Plan implementation • Monitoring

8. Problem-Solving Model (PSM) Change in mind-set is necessary for all • Student problems are defined • Questions drive assessments • Engage in instruction that addresses learning • Intervention is derived from analysis of baseline data 9

9. Why use a Problem-Solving Model? (PSM) Ensure positive student outcomes, rather than determining failure or deviance. (Deno, 1995)

10. Implementation of NCRtI • Tiers I-III call for implementation of PSM in the general education setting • Tier IV represents referral for consideration of Special Ed • the highest level of service intensity • problem solving continues 35

11. Resources Student Needs Identify Area(s) of Need Evaluate Implement Plan Develop a Plan The NC Problem- Solving Model Tier IV Consideration for EC referral Tier III Consultation with the Problem Solving Team Tier II Consultation With Other Resources Tier I Consultation Between Teachers-Parents 11

12. Progress Monitoring 1-2x per month Universal Screening for ALL students 3x per year Diagnostic Assessment Student Needs Tier II Tier IV Tier III Assessment Tier I

13. Four Tiers of Support 13

14. Tier I - PSM • We’ve analyzed the Core, and made changes. What’s next? • Parent and teacher work together • What is the problem? • Why is it happening? • Where is the student and where should he be? • What are we going to do? • How will we know if the intervention is working? • Based on data collected during the intervention, did the intervention work? 38

15. 7 1 Step 1 Define the Problem Develop a behavioral (observable) definition of problem 2 6 3 Data 5 4

16. Step 1: Define the Problem • Essential step • Develop a behavioral/academic definition • Concrete, Observable and Measurable • Stranger test? • Most difficult step! 13

17. Define the Problem Johnny--Grade 1 Teacher notes from error analysis and observations: - often misread vowel sounds - still sounds out sound by sound first, rather than blending - reading is “choppy” Teacher notes from cumulative folder: - passed vision & hearing screenings - no excessive absences/tardies Black = Johnny’s score Red = Grade level target Blue = Class Average 60

18. Johnny Doe 1111111 01/28/XX J. Smith 04/10/XX 1 None K 1 172/180 97/2 x 09/06/XX PSF-38;NWF-29; ORF-15; DRA-6 20/20 20/20 09/06/XX Pass Mr. & Mrs. John Doe, 121 Happy Lane, Utopia NC 00000

19. Johnny Doe 04/10/XX 01/28/XX 1111111 Mrs. Doe can see growth in Johnny’s reading, but she is concerned his skills are weak compared to those of his older siblings when they were in first grade. Johnny’s oral reading fluency (ORF=15) and his overall reading level (DRA=6) are below benchmark for midyear first grade.

20. 7 1 Step 1 Define the Problem Develop a behavioral (observable) definition of problem 2 Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem 6 3 Data 5 4

21. Step 2: Develop an Assessment Plan Generate a hypothesis • Why is the problem occurring ? • Formulate predictions of student’s behavior • Formulate assessment questions to confirm / reject hypothesis Domains that impact learning Instruction Curriculum Environment Learner 19

22. 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: Environment Instruction Leaner Curriculum

23. Instruction Instruction Possible 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? 23

24. Curriculum Curriculum Possible 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? 24

25. Environment 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) 25

26. Learner Leaner Possible Questions • Any Medical issues? • Background information in the cumulative record? • Language issues? 26

27. Step 2: Develop an Assessment Plan Procedure (RIOT) Review Interview Observe Test

28. Step 2: Develop an Assessment Plan Environment Instruction Leaner Review Interview Observe Test Curriculum Review Interview Observe Test Review Interview Observe Test Review Interview Observe Test

29. Review Examples • Review records • Review grades • Review teachers’ anecdotal records/instructional artifacts/work samples 29

30. Interview Examples • Teacher interview • Parent interview • Interview past teachers/previous school • Student interview (older grades) 30

31. Observe Examples • Student observation • Student/teacher interaction observation • Instructional observation • Core • Intervention 31

32. Test Examples • CBM in area of concern • Survey level • Grade level • CBM in other areas • Common Assessments • Diagnostic – informal or formal 32

33. 7 1 Step 1 Define the Problem Develop a behavioral (observable) definition of problem 2 Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem 6 3 Data Step 3 Analysis of the Assessment Plan Determine if problem is correctly defined 5 4

34. Step 3: Analysis of the Assessment Plan Have we correctly defined the problem? Do we need more data? Based on our hypothesis, can we develop an intervention plan that is directly linked to the function of the problem? 21

35. Develop an Assessment Plan (Why is the behavior occurring?) Johnny--Grade 1 Teacher notes from error analysis and observations: - often misread vowel sounds - still sounds out sound by sound first, rather than blending - reading is “choppy” Teacher notes from cumulative folder: - passed vision & hearing screenings - no excessive absences/tardies Black = Johnny’s score Red = Grade level target Blue = Class Average 60

36. Writing a Hypothesis Statement (student’s name) is (define problem) because/in order to (insert barrier/ maintaining variable) Johnny isscoring below grade level on first grade oral reading fluency passages,because he is inconsistent with vowel sounds and is not blending sounds while reading.

37. Johnny Doe 04/10/XX 01/28/XX 1111111 Mrs. Doe can see growth in Johnny’s reading, but she is concerned his skills are weak compared to those of his older siblings when they were in first grade. Johnny’s oral reading fluency (ORF=15) and his overall reading level (DRA=6) is below benchmark for midyear first grade. Johnny is scoring below grade level on first grade oral reading fluency passages, because he is inconsistent with vowel sounds and is not blending sounds while reading.

38. 7 1 Step 1 Define the Problem Develop a behavioral (observable) definition of problem 2 Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem 6 3 Data Step 3 Analysis of the Assessment Plan Determine if problem is correctly defined 5 4 Step 4 Generate a Goal Statement Specific Description of the changes expected in student behavior

39. Step 4:Generate a Goal Statement • Essential step • Precise definition • Set before plan implementation • Can use different methods • norm referenced • rate of improvement/growth rate • percentile cutoffs 39

40. Step 4:Generate a Goal Statement • Goal statement- specific description of desired change in student behavior as a result of an intervention • SMART Goal 40

41. 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. 24

42. Growth Rates (Fuchs & Fuchs) 42

43. Johnny’s Goal Johnny’s current ORF score Ambitious Growth Rate (1st) = 3 words/week 15 Johnny’s GOAL 6 weeks of intervention 18 ___________ 3 words/week X 6 weeks = 18 words 33 43

44. Johnny Doe 04/10/XX 01/28/XX 1111111 Mrs. Doe can see growth in Johnny’s reading, but she is concerned his skills are weak compared to those of his older siblings when they were in first grade. Johnny’s oral reading fluency (ORF=15) and his overall reading level (DRA=6) is below benchmark for midyear first grade. Johnny is scoring below grade level on first grade oral reading fluency passages, because he is inconsistent with vowel sounds and is not blending sounds while reading. After six weeks of intervention, Johnny will correctly read 33 words/minute on a grade level reading passage. ORF=15 ORF=33

45. 7 Problem Solving (PSM) Process 1 Step 1 Define the Problem Develop a behavioral (observable) definition of problem 2 Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem 6 3 Data Step 3 Analysis of the Assessment Plan Determine if problem is correctly defined 5 4 Step 5 Develop an Intervention Plan Base interventions on best practices and research-proven strategies Step 4 Generate a Goal Statement Specific Description of the changes expected in student behavior

46. Step 5: Develop a PlanDevelop an Intervention Plan • Identify methods, procedures and materials that are research-based • Describe plan of action • Include specific goals • Progress-monitoring plans included 28

47. Intervention Plan • Continuation of hypothesis-testing step • Evaluate effectiveness of plan • Change as needed • Reasonable plan for implementation • Clear understanding of implementation • Personnel • Skills and materials **Retention is not a research-based intervention 30

48. What’s The Difference? Modification- change in instructional content • modified spelling list • fewer number of math problems • modified reading assignment

49. What’s the Difference? Accommodation – a change that is intended to help the student fully access the general education curriculum without changing the instructional content • large print books • preferential seating • sign language interpreters

50. What’s the Difference? Intervention – academic or behavioral strategies used to teach a new skill, build fluency in a skill, or encourage the application of existing skills to a new environment • repeated reading • paired reading • behavior report card • Wilson Reading, Read Well, Reading Mastery, etc.