Response to Instruction and Intervention (RTI 2 ) – Data Teams and Decision Making

1. Response to Instruction and Intervention (RTI2) – Data Teams and Decision Making Dr. Patti Wilson, NCSP, HSP #2411 and Julie Combs, At-Risk Coordinator May 2014

2. A.K.A. Tiers without Tears!

3. Why RTI in the First Place? MTSS (Multi-Tier System of Supports) = RTI2

4. RTI at a Glance

5. Implementation Factors that Drive Success • Amount of initial professional learning support provided to teachers and staff; • Level of “ongoing” instructional coaching support provided to teachers and staff; • Fidelity and adaptability with which the intervention is provided; • Differentiation in intensity of support targeted to the needs of students; • Frequency and validity of progress monitoring to know when to adjust supports; and • Number of competing initiatives that diffuse time, resources, and support. rtinetwork.org

6. District Work on Choosing Universal Screening Measure Best at Managing Student Data Least demanding on Teachers/Teams Best Fits Rubric Provided by TDOE Provides Intervention based on Skills Highest Level of Implementation Support See page 1 in Training Manual

7. 3. Check 2. Do 4. Act 1. Plan Temperature Check UNIVERSAL SCREENING PROCESS Standardize the Process Customize the Implementation

8. Standardize the Process; Customize the Implementation

9. Universal Screening • How did things go with Path Driver? • What went well? • Specific concerns that are not school-specific? For school-specific concerns, please write down and post on parking lot. We’ll address these after training.

10. Responsibilities of teams and team members DATA TEAMS Standardize the Process Customize the Implementation

11. Team Member Roles School Based Team Grade Level Team • Provide training • Look at school-wide data • Make scheduling decisions • May do fidelity checks • Look at grade level data • Make Tier decisions • Provide intervention suggestions • Maintain RTI records See page 2 & 3 in Training Manual http://cmcssrti.wikispaces.com/Guidelines

12. Efficient Teaming / Collaboration Follow the Disney principles: • Overmanage, do not micromanage • shared ownership = shared responsibility • Common sense is not always common practice • “Unarticulated expectations are premeditated disappointments.” - W. Disney • Adapt, don’t adopt • Incorporate effective practices into existing structures

13. Sample Agenda 1. View data collected from Screener. 2. Identify Skill Deficit Concerns. (Tier I) 3. Identify Skill Deficit Concerns for Tier II & III. (Rule out false positives and negatives) 4. Determine level of service. (Tier II & III) 5. Determine intervention strategy. (When, what, who, how often) 6. Document tier placement and fill out parent notification forms. (Keep copies for Student RTI folder) 7. Adjust settings in EPS based on team decisions. 8. Use Case History Management page to document any changes in intervention, Tier, or misc. information that is relevant to student progress. 9. Place related documents in Student RTI folder and teacher keeps in classroom. See page 4 in Training Manual Adapted from Sango Elementary School, 2013

14. How to determine intervention students, the specific skill deficits and tier level UNDERSTANDING THE DATA FROM THE UNIVERSAL SCREENING Standardize the Process Customize the Implementation

15. “Finding the right kids is not difficult! Doing something that changes academic and behavioral trajectories is the challenge.” (Reschly, 2003)

16. Sample Data Set - PDR See page 5 in Training Manual

17. Screening Details - PDR

18. Sample Data Set - PDM

19. Screening Details - PDM

20. Let’s Look at Your School’s Data Log on to EPS Navigate to the School Screening Summary Report. Identify 3 Math and 3 Reading Trends.

21. What Does Your Data Look Like? • What areas of deficit are shown? • How many students fall within Tier II (11th-25th percentile)? • How many students fall within Tier III (<1st – 10th percentile)? • What is the capacity of your building, based on schedule and personnel? • How will groups need to be modified to fit capacity? • Are there any issues with Tier I instruction?

22. Screening Details by Class Reading Screening Details Math Screening Details

23. Intervention / Capacity Match Each school’s schedule will look different. The handout is a tool designed specifically for a particular schedule. You will need to create something similar based on your school’s schedule and screening results. See Page 9

24. Talk about overall trends at your school and compare those with other schools DATA TRENDS Standardize the Process Customize the Implementation

25. Determining the Effectiveness of an Intervention PROGRESS MONITORING Standardize the Process Customize the Implementation

26. RTI Implementation Charts See Page 10 *Adapted from Sango Elementary School (E.V. / E.H.)

27. RTI2 Expectations – Elem. ELA

28. RTI2 Expectations – Elem. Math

29. RTI2 Expectations – MS/HS ELA

30. RTI2 Expectations – MS/HS Math

31. Understanding the Background The following slides will discuss the what, why, how and how well of progress monitoring. Although Path Driver Reading/Math has a progress monitoring graphic component built into the product, it is important to understand why it is needed -- and gives you an appreciation for the work of the district team when evaluating options.

32. Progress Monitoring – Why? Purpose • Helps us to build more effective instructional programs • Data-based method of tracking student growth Estimates ROI and amount of time needed to close the gap • Ensures that intervention is helping student reach goal Is student profiting from his/her instructional program, including the CORE curriculum?

33. Progress Monitoring - What? What? • Monitored in the area of deficit using an instrument sensitive to change (*Academy of Reading/Math) • Area of deficit: basic reading, reading fluency, reading comprehension, math calculation, math reasoning, written expression. If deficit in oral expression or listening comprehension, consult Speech Language Pathologist. • May need to administer survey level assessment to determine accurate skill deficit; consult SPED/Psychologist (*see next slide) • Examples include CBM, computer-based assessments and assessments from intervention materials/kits

34. Path Driver - Reading

35. Progress Monitoring – What continued • All PM measures must include the following: • National percentiles (%iles) – different than percentages (%) • Allow for repeated measures • Sensitive to change • Specific to area of deficit (*why LL does not work) • Must give information so that ROI can be transferred to graph form Path Driver meets all of these criteria

36. Progress Monitoring How and How Well? • How? • Administration of probes that are parallel to those used in the universal screening (Path Driver) • Administered at skill/instructional level • How Well? • Determines Rate of Improvement (ROI = growth)

37. Progress Monitoring – Who and How Often? • Who? • Highly trained personnel • the person delivering the intervention typically administers PM probe, as the results help to drive intervention choice, intensity, frequency, etc. • Data will be analyzed by the team • How Often? • Must occur at least EOW • Depends on skill assessed and expected ROI • Basic skills (decoding/fluency) improve more rapidly than advanced skills (comprehension, problem-solving)

38. A brief reminder of the process PROGRESS MONITORING WITHIN PATH DRIVER Standardize the Process Customize the Implementation

40. Progress Monitoring and Data-Based Decisions • Intervention and PM should be related to area of need • If high error rates exist in fluency and phonics, intervene in phonics before addressing fluency • Goal Setting (1.5, 2 or custom growth rate?) • You must be knowledgeable of instructional level in order to set accurate ROI • EPS is working on providing ROI and information for gap analysis within the system for psychologists

41. No need to panic, your psychologist has this covered! RATE OF IMPROVEMENT Standardize the Process Customize the Implementation

42. Don’t Panic! The next slides are primarily for school psychologists, but we want everyone to have a basic understanding of how we are calculating ROI (because we are all math people☺).

43. Rate of Improvement - Student Determine (Intervention) Student ROI Divide total number of units gained (CWPM, CDPM, correct responses) by the number of weeks that have elapsed. See Page 11

44. Rate of Improvement – Typical Peer Determine Typical ROI Divide total number of units gained (CWPM, CDPM, correct responses) by the number of weeks that have elapsed.

45. Remember the Growth Rates?

46. Rate of Improvement – Comparison If the team answers “yes”, consider a change in intervention

47. New for Psychologists See Page 12

48. What does this data tell us? K student – based on current ROI, it will take 20 weeks to meet goal 1st student – will take 40 weeks to meet goal 2nd gr student – will take 60 weeks to meet goal HS student – will take 1200 weeks to meet goal

49. Rate of Improvement In order to be effective, the Student’s ROI must be greater than the ROI of a typical student in order to close the gap and return to grade level functioning. Expected ROI Gap Intervention Student ROI

50. ROI and Decision Rules • 4 data points • 1-2 variables • Change in intervention must be considered within each tier before moving to the next tier of intervention