RTI for Pre-K Michelle Bolling School Psychologist Carroll County Schools

1. RTI for Pre-KMichelle BollingSchool Psychologist Carroll County Schools

2. Goals of Today’s Session • Establish a common language • Explain the process in concept • Show what it looks like on paper • Explore the resources on the website useful for Pre-K students • Discuss supports for implementation • Answer questions and clarify confusions

3. What is RTI? Response to Intervention… is the practice of • (1) providing high-quality instruction and interventions matched to student needs and, • (2) using learning rate over time and level of performance to • (3) make important educational decisions.” A better name: Response to Instruction National Association of State Directors of Special Education (2005) Response to Intervention: Policy Considerations and Implementation, p. 5

4. Key Characteristics of RTI • Universal screening of academics and behavior • Multiple tiers of increasingly intense interventions • Use of evidence-based practices and interventions • Continuous monitoring of student performance • Data-based decision making

5. RTI & Early Childhood Education

6. Multi-Tiered Approach • Tier 1- Standards-Based Classroom Instruction (what we do for all students) • Tier 2- Needs-Based Learning (selected interventions for some students) • Tier 3- Committee-Driven Instruction (intensive interventions for fewer students) • Tier 4- Specially Designed Instruction (special ed., 504, alternative placement)

7. RTI in the Real-World • Annual check ups at the Doctor’s Office • Dr.s use weight as a universal screener for physical health • Everyone gets weighed at a DR’s visit • If on target, then stay at Tier 1 • Your next weigh in will be at your next visit • If not, there might be a Tier 2 intervention • If Overweight, (as determined by your BMI benchmark cut-off) the doctor might suggest one of the following Tier 2 interventions: • A change in eating habits • Or an increase in physical activity • Check for progress with the intervention by weighing yourself periodically (progress monitoring)

8. RTI in the Real-World • It’s been several weeks on the diet and exercise plan (Tier 2 intervention) • You’ve used the scale to monitor progress • If you are making good progress, stay in Tier 2 (diet and exercise) LINK • If you are not making adequate progress, then your doctor might suggest a more intensive intervention (Tier 3) LINK • You begin a Tier 3 intervention • Join Weight Watchers • Continue Tier 2 interventions (diet and exercise) • Monitor progress more frequently (weekly weigh in with Weight Watchers)

9. Universal Screening Real-World Analogy It’s been six weeks in Weight Watchers and on Alli (Tier 3 interventions) You’ve been doing frequent progress monitoring If you are making good progress, stay in Tier 3 LINK If you are not making adequate progress, then your doctor might do an evaluation to determine what is going on and whether you are a candidate for a more intensive intervention (Tier 4)LINK Recommend a specialist (personal trainer or nutritionist) Weight loss Medication A surgical procedure like gastric bypass Monitor progress intensively ** this is not meant to be advice regarding how to lose weight 

10. Tier 1- Standards-Based Classroom Instruction for Pre-K • Whole class, general ed curriculum • “Bright from the Start” Curriculum • Effective instruction/environment • Curriculum implemented with fidelity • Universal screening • Work Sampling Online • Meeting with parents twice a year • Effective for most students (80%)

11. What Universal Screening Is: • Relevant for pre-K • Answers which and how many students are potentially in need of additional support • Snapshot of a point in time • Used proactively • Quantitative- that means it gives you some number by which to compare students both to each other and to expectation (the typical student)

12. Universal Screening • Work Sampling On Line Ratings • Conducted 3 times per year • Fall • Winter • Spring • Aligned with instruction, standards, and benchmarks • Reviewed with Parents

13. Tier 1: Data Analysis • Teams work together to: • Meet immediately after universal screening • Analyze data and find groups of students not performing at benchmark • You’ll do this with teammates at your school • For Tier 1 analysis teachers talk about the group as a whole, NOT individual students • Talking about Individual students comes later- That’s Tier 2. • Do you look at data for the entire CCS PK group?

14. Team Conferencing • Format for Data Analysis Conference • Ensure understanding • Run reports by domains • Look at each classroom’s data • Develop a plan using the Tier 1 Data Analysis and Planning Form for Pre-K

15. Case Example – Pre-K What does this data tell you about the fit between the core program and these students? This looks pretty good. At least 80% of these kids are responding to the instruction provided. Intervene at TIER 1 with the whole group

16. Case Example – Pre-K What does this data tell you about the fit between the core program and these students? What if at Period 2 your data looks like this?

17. Team Sets Goals & Plans • Establish the group performance goal • Set a deadline or target date • For example: • Baseline was 35% in process • By the Midwinter universal screening, 75% of students will be “In Process” or higher • Teachers problem-solve for specific intervention ideas • Choose from existing available strategies • Visit www.carrollcounty-rti.weebly.com for ideas • Research new strategies to implement • Focus on evidence-based strategies

18. Work Sampling Online- Class Profile – Tier 1 Analysis

19. Data Discussion

20. Benefits of Tier 1 Data Analysis Teaming • Promotion of evidence-based instruction on a whole-class, whole-school level • Systematic identification of lowest performing students (rather than teacher impression or parent referral) • Eventual focusing of resources on fewer students at later Tiers

21. From Tier 1 to Tier 2 • Teams consider the appropriateness of the core curriculum and make recommendations as appropriate. • If appropriate, identify the lowest performing students (roughly 20%) and move to Tier 2 status. • In pre-K, if you have 20 children, this should be about 4 kids who need Tier 2 plans. • If it’s more than that, consider adjusting for the whole group. • If not appropriate, discuss what changes to the core curriculum or teaching strategies will be necessary to ensure success for all students.

22. Tier 1 Data Analysis Team looks at the data to assess the health of their core curriculum. Team determines how to intervene.

23. From Tier 1 to Tier 2 Team identifies students who requires needs based instruction. Team plans TIER 2 intervention for these students. Who are these kids? What are we going to do to help them? 45.6 % 36.2 % 18.2 %

24. Work Sampling Online- Class Profile – Tier 1 Analysis • 83% At Benchmark • 10% At Risk • 7% At Significant Risk How are students responding to core program?

25. Tier 2- Needs-Based Learning • Evidence-based intervention • Supplements core curriculum • Use of data to develop interventions • Small group or individual • Progress monitoring (every 2-3 weeks) • Effective for 90-92% of students

26. Team Conferencing • Format for Data Analysis Team Conference • Look at classroom-level data • Identify students not progressing as expected • Separate into groups/subgroups • Problem solve for strategies to use with these groups (visit www.carrollcounty-rti.weebly.com • Outline implementation & progress monitoring plan • How, who, when? • Complete Tier 2 intervention plan forms • When you meet with parents to discuss assessment talk about the Tier 2 interventions and what they can do to help. • Make sure hearing and vision screenings are passed and current within one year.

27. Transitioning from Tier 2 to Tier 3 • Team of Teachers analyzes student progress monitoring data • In cases of inadequate progress discuss whether administrative review is appropriate • Administrative Review (Show your AP your data) • AP checks for adequate data points over time • AP checks fidelity of intervention • interventions are implemented as specifically outlined using the schedule and duration as set by the committee. • AP makes a recommendation • Continue/adjust at Tier 2 • Refer to Tier 3

28. Tier 3- Committee-Driven Instruction • The committee is the SST Committee, led by your AP • APs are responsible for scheduling and facilitating SST meetings. • More intensive intervention • Increased time (min/day or days/wk) • More individualized intervention • Decreased teacher student ratio • Progress monitoring (every 1-2 weeks) • Effective for 92-96% of students

29. Case Example

30. Case Example

31. Transitioning from Tier 3 to Tier 4 • Committee assesses intervention fidelity • If intervention fidelity was insufficient, steps should be taken to remedy the problem and the intervention may be tried for an additional period. • If the intervention was implemented with fidelity and the student did not progress: • Consider extending current intervention/s • Consider gathering additional data • Did the intervention target the right skill? • Is there something that we missed? • Consider additional Tier 3 intervention/s • Consider requesting review by the Intervention Review Team (IRT) Led by your AP typically involving your school psychologist

32. Tier 4- Specially Designed Instruction • For Pre-K this is Special Education Assistance (including Speech and other Disabilities). • Refining interventions based on data • Even more intensive intervention • Increased time (min/day or days/wk) • More individualized intervention • Decreased teacher student ratio • Progress monitoring (every 1-2 weeks) • Effective for 100% of studenst

33. Tier 4- Specially Designed Instruction • Instruction that is targeted and specialized to meet individual students’ needs • Not a place, location, or specific classroom • May be provided in a regular education class or in a separate setting • May include special education and related services • Just because you get a Tier 4 service doesn’t mean you can’t access Tier 2 or 3 Interventions.

34. Where do you get the interventions to implement? • Carrollcounty-rti.weebly.com

35. Criteria for “GOOD FIT” Intervention Plans • Is it doable? • Is it time-efficient? • Does it fit the setting? • Does it address the hypothesis? • Is it data-based? • Is it team-generated? • Is it evidence-based practice? • Is it acceptable to the plan implementers? • Is it acceptable to the student? • Is it age-appropriate and respectful of the student? • Is it sensitive to cultural diversity?

36. Progress Monitoring in an RTI Framework

37. Progress Monitoring in an RTI Framework Step 1: In the Progress Monitoring Folder, open “Progress Monitoring_MB.xls”

38. Progress Monitoring in an RTI Framework Important Points to Highlight

39. Progress Monitoring in an RTI Framework Enter correct intervention Tier

40. Progress Monitoring in an RTI Framework Enter student information.

41. Progress Monitoring in an RTI Framework Specify the intervention.

42. Progress Monitoring in an RTI Framework Establish the goal.

43. Writing Goals for Progress Monitoring • A possible format • In (time frame), (student) will (describe what they will do) on (name the progress monitoring measure), to achieve (desired performance level). • Example • In six weeks, Barry will ask to play with friends at recess as measured by weekly teacher frequency counts, to achieve a rate of 80% of recess occurrences. • In six weeks, Michelle will

44. Progress Monitoring in an RTI Framework Write your goal in the “Goal” box.

45. Progress Monitoring in an RTI Framework Specify your intervention.

46. Progress Monitoring in an RTI Framework Enter end date and outcome goal.

47. Progress Monitoring in an RTI Framework Note the goal line has moved.

48. Progress Monitoring in an RTI Framework Enter your baseline data.

49. Progress Monitoring in an RTI Framework Data points automatically graph.

50. Progress Monitoring in an RTI Framework Notice the aim line in red.