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TIER 2 TRAINING: THE KEY IS GRADE LEVEL TEAMS January 16, 2008 Presented by: Barb Curl, Ph.D. I-ASPIRE North Regional Coordinator, LADSE Psychologist and NSSEO RtI Coach barbcurl@ladse.org. Sponsored by. Prerequisites. Participants Should:

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  1. TIER 2 TRAINING:THE KEY IS GRADE LEVEL TEAMS January 16, 2008Presented by:Barb Curl, Ph.D. I-ASPIRE North Regional Coordinator,LADSE Psychologist and NSSEO RtI Coachbarbcurl@ladse.org Sponsored by

  2. Prerequisites Participants Should: • Understand the Core Concepts of Problem-Solving as Implemented in a 3-Tier Intervention Model. • Administer and Score Reading Curriculum-Based Measurement (R-CBM) and Understand TheProcess of Reading Benchmarking • Be familiar with the Problem-Solving Steps and Process. • Understand the principles of Tier 1 problem solving and the necessity of having a research-based Core/Tier 1 reading program and implementing it with a high level of integrity

  3. 4 main Parts to Tier Training • REVIEW of CORE RTI COMPONENTS and PRINCIPLES -The Data, The Interventions, The Teaming/Thinking -Big Ideas about Problem Identification and data at Tier • INTERVENTIONS -Big Ideas about Problem Analysis and planning your Tier 2 Intervention System III.TEAMING -Big Ideas about Intervention Planning IV. DATA Big Ideas about Plan Evaluation: -Progress Monitoring and Decision Rules -Analyzing for Progress, Discrepancy, and Need -Setting Goals

  4. Problem Identification Is there a problem? What is it? Problem Analysis Why is it happening? Plan Evaluation Did our plan work? Plan Development What shall we do about it? Problem Solving Method

  5. RtI Blueprint Foundation Better Tools Better Training More Support for Teachers, Parents, and Students to Meet the Needs of ALL Students

  6. Build a Foundation with continual Self Study • Describe your existing Progress Monitoring and Universal Screening Systems: Are they scientifically based? • Describe your existing Academic and Behavior Interventions: Are they scientifically based? (Focus on Reading now) • Describe your existing Systems of Supports, including Teams, and Team and Individual Professional Roles and Functions • Identify Assessment Tools and Practices That Are NOT scientifically based

  7. Building Blocks: Year 1 • Teach and Ensure Understanding of Foundational Conceptsand Vocabulary • Build YourScientifically Based Data Systemfor Universal Screening and Progress Monitoring (CBM) • Build Your Intervention System with Research-Based Interventions • Build More Effective Teamswith Teachers in Mind • Build Your Leadership and Staff Development Plan

  8. Foundational Concepts:InterventionsDataTeaming/Thinking

  9. Problem Solving/RtI Core Components and Principles -Use of Research-based,Scientifically validated 3 tiers of instruction/intervention -Scientifically based screening & progress monitoring to inform instruction and intervention -Use of a Problem Solving Methodology /Data based decision making at each tier -Prevention and Early Intervention -Problem Solving is aboutbuilding a better support system for general education -Every student is everyone’s responsibility You do this: To get this:

  10. TIER 1.ProblemSolving

  11. Multi- Tiered Reading Instruction If progress is inadequate, move to next level. Level 1: Primary Intervention Enhanced and effective general education classroom instruction. Beginning of the intervention continuum. Level 2: Secondary Intervention Child receives more intense intervention in general education, presumably in small groups. Level 3: Tertiary Intervention increases in intensity and duration; remedial education

  12. Tier 1 checklist • Leadership Team/Vision/Consensus Building • Universal Screening and Benchmarking • Strengthening your Tier 1/Core curriculum -Problem Solving at Tier 1 TEAM DATA DISCUSSION/TIER 1 PLANNING TIME

  13. Tier 1 Problem Solving Problem Identification What is the problem? Problem Analysis Why is it happening? Progress Monitoring Did it work? Intervention Planning What should be done about it?

  14. Expectation Tier 3 5% Tier 2 15% Tier 1 80% STANDARDS BASED TRIANGLES USING ISAT CUT SCORES 4th Grade Fall 35 15 50

  15. Instructional Content Phonemic Awareness Phonics Fluency Vocabulary Comprehension Instructional Design Explicit Instructional Strategies Coordinated and Systematic Instructional Sequences Ample Practice Opportunities Cumulative Review Aligned Student Materials Scientifically Based Reading Programs Recipe Ingredients

  16. What does empirical, scientificevidence mean? • It means that programs have evidence of efficacy established through carefully designed experimental studies. • It means that programs has been shown to work with students of similar demographics and needs. • It also means that programs reflect current and confirmed research in reading (ingredients and recipe required!) • It means these studies have been described in detail in order for other researchers to replicate and described so readers are not left with relevant questions

  17. If there is a Tier 1 concern… There are generally 3 ways to address this concern: 1. Explore and adopt a new Core curriculum 2. Supplement your Core curriculum with robust, research-based interventions and instructional enhancements 3. Implement your Tier 1 curriculum with higher integrity (Use Instructional Planning Form, treatment integrity forms, and Principal Walk Throughs) and more 4. Instructional Enhancements

  18. INSTRUCTIONAL ENHANCEMENTS • Remember the focus must be on factors over which you have jurisdiction: Quality/type/intensity of instruction & program implementation: • Program & program Emphasis • Time (opportunities to learn) • Grouping structures These factors are often overlooked when building a Tier 1 & Tier 2 system.

  19. TIER 2.ProblemSolving

  20. Problem Analysis Problem Identification What is the problem? Problem Analysis Why is it happening? Progress Monitoring Did it work? Intervention Planning What should be done about it?

  21. BIG IDEASAbout Problem Identification • Not Every Problem is a Problem that Warrants Individual Problem Solving. • A Significant Problem Can Be Defined Using a Norms-Based or Standards-Based Approach • Referral Driven PI is Acceptable, but No Longer Sufficient.

  22. Identifying a Discrepancy…

  23. Example of a Targeted ProblemACADEMIC Area

  24. Referral-Driven Practices: The Familiar Way • A teacher or parent makes a referral to PST because an individual student may have Educational Need. • Team collects PI data and determines the Severity of the Performance Discrepancy…OR… • Based on Severity of the Performance Discrepancy, students mayAccess Tier 2 or Tier 3 Resources…..OR…

  25. Universal Screening Practices:The Contemporary Way • Universal Screening and Benchmarking Data is collected at the beginning of a school year. • School leadership team makes a decision about whether to use norms- or standards-based discrepancy for PI. • Team(s) use the Data to make PI Decisions. • Programs and Resources are Allocated to each of the 3-Tiers based on the PI Data.

  26. Implications of Universal Screening

  27. Use Benchmark for Universal Screening Two Approaches to Identifying Students: • Standards-Based Approaches to Identify Intensity of Programs Needed, Program Evaluation, andProgress Monitoring Frequency (ISAT Cut Score-attached Tier 1 Workbook) • Norm-Based Approaches to Identify the Most Needy Students for Allocation of Resources and Progress Monitoring Frequency (Aimsweb norms-Attached Tier 2 Workbook)

  28. 1. Standard-Based Approaches • Illinois AIMSweb Standards Tied to ISAT • Oregon DIBELS Standards Standards-Based Approaches to Identify Intensity of Programs Needed, Program Evaluation, andProgress Monitoring Frequency (ISAT Cut Score-attached Tier 1 Workbook) The desired outcome is to have the student meet standards on High Stakes Tests.

  29. Illinois AIMSweb Standards (Cut Scores for ISAT)

  30. Tier 3 Tier 2

  31. 2. Norm-Based Approaches • Percentile Rank Cut Scores: • Percentile rank scores are derived scores that indicate the percentage of people in the norming sample that scored at or below a given raw score. Percentile rank scores for at risk students typically are derived from local norms, but Aimsweb national norms can be used. • Norm-Based Approaches to Identify the Most Needy Students for Allocation of Resources and Progress Monitoring Frequency (Aimsweb norms-Attached Tier 2 Workbook)

  32. 3rd gr.Aimsweb Nat. Norms: 80/51/31

  33. < 50th-25th% Tier 2 Candidates <Below 25th Tier 3 Candidates <Below 10th Individual PS A Norm-Based Approach Each system should decide their cut score and allocation of resources.

  34. < 25th Tier 2 Candidates <10th Individual Problem Solving and/or Tier 3 Candidates A Norm-Based Approach

  35. 1-5% 1-5% 5-10% 5-10% Students 80-90% 80-90% Problem-Solving/RtIResource Management • Public Education Resource Deployment • Support staff cannot resource more than 20% of the students • Service vs Effectiveness--BIG ISSUE Academic Behavior

  36. Table Talk Activity #1. Problem Identification • Plan for taking Universal Screening and Benchmarking Data • Plan for determining Cut Scores for Program Evaluation and Allocating Resources p. 1 Workbook

  37. Problem Analysis Problem Identification What is the problem? Problem Analysis Why is it happening? Progress Monitoring Did it work? Intervention Planning What should be done about it?

  38. Some Research Findings Remedial interventions typically supplant other forms of instruction. However, interventions should SUPPLEMENT other forms of instruction/the Core.

  39. Example of 3-Tier Level Interventions Time Curricular Breadth Reading Tier I Tier 3 Tier 2 90 120 180 Curricular Focus 5 areas Less than 5 2 or less Core + Intensive Core + Supplemental Core Frequency of Progress Monitoring 3X Yearly or greater Monthly or greater Weekly

  40. PUTTING IT ALL TOGETHER In primary grades (Reid G. Lyon, Ph.D, 1999) FLUENCY PHONICS VOCABULARY COMPREHENSION PHONEMIC AWARENESS ORAL LANGUAGE DEVELOPMENT At the same time,CONSTANT EXPOSURE) (Build Foundational Skills from the bottom up and then loop.) So students can Read to Learn. Learning to Read

  41. Phonological Core Deficit • Phonological core deficit: (aka ‘Cracking the Code’)- Inability to process accurately and efficiently the phonological building blocks of language and the units of print that represent them. This type of struggling reader makes up the majority. Decoding Phonology Dr.Sally Shaywitz, Overcoming Dyslexia, 2003, p. 52

  42. Problem Analysis TOOLS Problem Identification What is the problem? Problem Analysis Why is it happening? Progress Monitoring Did it work? Intervention Planning What should be done about it?

  43. INSTRUCTIONAL ENHANCEMENTS • Remember the focus must be on factors over which you have jurisdiction: Quality/type/intensity of instruction & program implementation: • Program & program Emphasis • Time (opportunities to learn) • Grouping structures These factors are often overlooked when building a Tier 1 & Tier 2 system.

  44. Instructional Enhancements Increasing Intensity Increasing Intensity

  45. Instructional Enhancements Increasing Intensity Increasing Intensity

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