Pyramid Response to Intervention

1. Pyramid Response to Intervention Day 2

2. Day 2 Overview Check-in, review of Day 1 A deeper look at RTI Examining the models Team Time–Refining your POI Activity Take one essential learning “All the Way Through.” Team Time–Refining your POI Guided practice Wrap-up

3. Clarity What has become clearer about PLCs, RTI, or POI since 8:00 a.m. yesterday?

4. Counselors – Where Do We Fit In? • Best Practice/Research-Based Prevention and Intervention for School Counselors • Indiana DOE • http://www.doe.state.in.us:80/sservices/counseling/best_practice.html • Center for School Counseling Outcome Research • http://www.umass.edu/schoolcounseling/

5. Austin’s Info • http://homepage.mac.com/abuffum/FileSharing2.html • Folder “San Diego 3-16-09” • Password = “soltree” • abuffum@mac.com

6. A Deeper Look at Response to Intervention

7. Problem Solving Problem identification How do you know when it is occurring? How will you know when improvement is made? Problem analysis Designing interventions based on assessments Plan implementation Implementing and monitoring interventions Plan evaluation Did it work? Where are we?

8. Universal Screening Short, quick, easy-to-administer probes Aligned to curriculum Measure basic academic skills Documents whether a child is on track 3 times/year (fall, winter, spring) Individual student data can be utilized to validate the effectiveness of interventions. Is the gap closing?

9. Universal Screening

10. Example of Benchmark Data

11. Example of Benchmark Data

12. Example of Benchmark Data

13. Three-Tier Model of School Supports 5% of your students should be here. 15% of your students should be here. 80% of your students should be here. 15

16. Universal Screening Curriculum-based measurement (CBM) is the recommended tool to identify students who are at-risk and require intervention. CBM is a technically sound and thoroughly researched progress monitoring system.

17. Universal Screening Results from nearly 30 years of research Is used in schools across the country Demonstrates strong reliability and validity Is used with all children to determine whether they profit from typical instruction Is used with failing children to enhance instructional programs

18. Concepts and Applications Ben’s concepts and applications test • Ben answered 21 blanks correctly in 8 minutes. • Ben’s CBM score is 21.

19. CBM Probes It was raining outside, and there was nothing for Norman to do 12 “I have the most boring life,” he moaned, as he plopped down on the couch. 27 Just as he switched on the television, the power went out. Watching a blank 41 television was not something Norman wanted to do. He looked around at the 54 four dismal walls that kept him out of the rain. 64 “Now what am I going to do?” 71 “You could tidy up your room” his mom suggested, “ or organize your room. 84 Your closet is a disaster, Norman. I’m actually frightened of what you might 97 find in there. You haven’t cleaned it in a decade. 107 There was nothing Norman could say after his mom made up her mind. 121 He was going to have to clean out his closet. 131 The only problem was that Norman couldn’t even open his closet door. 143 The student read 72 WRC/ 8 errors

20. Collecting Benchmark Data

21. Universal Screening: Benchmark Data

22. Universal Screening: Benchmark Data

23. Universal Screening At secondary level, screening tools should: Identify students who require further assistance. Be practical. Generate positive outcomes by accurately identifying students without consuming resources that could be put to better use. (Jenkins, 2003)

24. Universal Screening Tools to Consider DIBELS (Dynamic Indicators of Basic Early Literacy Skills) (http://dibels.uoregon.edu) STEEP (System to Enhance Educational Performance) (www.isteep.com) AIMSweb (www.aimsweb.com) Curriculum-Based Measurement Warehouse (www.interventioncentral.org) Measures of Academic Performance (www.nwea.org)

25. Activity What universal screening tools will be used to assess all student in reading, writing, and math? Who will administer these assessments? When will the assessments be administered?

26. Trend Line for Student at 25th %ile

27. Progress Monitoring: Are We on Track?

28. Progress Monitoring: Adding a Trend Line

29. Progress Monitoring Used to assess students’ academic performance, continuously measure student performance growth, and provide objective data to evaluate the effectiveness of instruction AND interventions

30. Progress Monitoring • Teachers assess students’ academic performance on a regular basis • To determine whether children are profiting appropriately from the typical instructional program and interventions • To provide more effective interventions for children who do not benefit adequately from typical instruction and intervention

31. Progress Monitoring Brief assessments are conducted frequently. Assessment occurs throughout the intervention. Results are evaluated to determine whether student response to intervention is adequate. Student progress is tracked continuously. CBMs are frequently used for progress monitoring.

32. Progress Monitoring Sensitive to small changes in student performance Relatively quick and simple to use Frequent comparison (as frequently as twice weekly) of current level of performance to desired level of performance

33. 4507 4507 4507 2146 2146 2146 2461 2361 2441 4 correct digits 3 correct digits Tests are Scored by Digits Correct 2 correct digits

34. Progress Monitoring

35. Progress Monitoring

36. Progress Monitoring

37. Case Study: Joshua instructional changes Joshua’s goal-line Joshua’s trend-lines X

38. National Center on Student Progress Monitoring Funded by the U.S. Department of Education, Office of Special Education Programs National technical assistance and dissemination center Housed at the American Institutes for Research in conjunction with Lynn Fuchs and Doug Fuchs at Vanderbilt University

39. National Center on Student Progress Monitoring Mission: To provide technical assistance to states and districts and disseminate information about progress monitoring practices proven to work in different academic content areas

43. Progress Monitoringwww.studentprogress.org

44. Progress Monitoring

45. CPM Progress Monitoring Materials AIMSweb/Edformation Dynamic Indicators of Basic Early Literacy Skills (DIBELS)/Sopris West EdCheckup Monitoring Basic Skills Progress/Pro-Ed, Inc. STAR/Renaissance Learning Test of Silent Word Reading Fluency/Pro-Ed., Inc. Test of Word Reading Efficiency/Pro-Ed., Inc. Yearly ProgressProTM/McGraw-Hill Research Institute on Progress Monitoring, University of Minnesota Vanderbilt University

46. Assisting Students Struggling with Reading: RtI and Multi-Tier Intervention in the Primary Grades Institute of Education Sciences 2009

48. Progress Monitoring What’s a good response to an intervention? • Good response • Gap is closing. • Teacher can extrapolate a point at which the student will catch up to peers—even if this is a long-range target! • Questionable response • Rate at which gap is widening slows considerably, but gap is still widening. • Gap stops widening but closure does not occur. • Poor response • Gap continues to widen—no change in rate of growth.

49. Decision Protocols TIER 1: Primary Prevention - General education setting - Research-based instruction - Screening to identify students suspected to be at risk - PM to (dis)confirm risk status AT RISK TIER 2: Secondary Prevention - Validated or researched-based tutoring - PM to assess responsiveness RESPONSIVE UNRESPONSIVE TIER 3: Tertiary Prevention - PM to set goals - PM to formulate individualized programs - PM to assess responsiveness RESPONSIVE UNRESPONSIVE

50. Activity • How long will students remain in Tier 2 before returning to Tier 1, or moving to Tier 3? • How long will students remain in Tier 3 before returning to Tier 1 or Tier 2, or before a recommendation for special-education placement? • What growth metrics (how much is enough?) will be used to make the decisions above? • Who will make these decisions? • Collaborative teams? • Student study teams? • IEP teams?