Responsiveness to Instruction (RtI)

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

2. Four Tiers of Support Continue Tier I and Tier II Support 2

3. 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 3

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

5. Tier III - PSM • Repeat steps of cyclical problem-solving model • Student need drives problem solving team members • Parent • Teacher • Teaching peer, counselor, school psychologist, curriculum specialist, data/assessment specialist administrator, social worker, nurse, etc. 5 40

6. Tier III - PSM • Small percentage of students • Formalized, systematic process • Intervention and assessment increases in intensity/frequency • Individual goals- short and long term 6

7. Layered Support 7

8. 7 1 Step 1 Define the Problem Develop a behavioral (observable) definition of problem 2 6 TEAM FIRST MEETS TO DEFINE PROBLEM 3 5 4 8

9. Step 1: Define the Problem • Essential step • Develop a behavioral/academic definition • Concrete, Observable and Measurable • Stranger test? • Most difficult step! 9 13

10. 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 HOW DO WE ANSWER THESE QUESTIONS? 3 5 4 10

11. Step 2: Develop an Assessment Plan Instruction Curriculum Environment Leaner • We must ask questions to form a hypothesis regarding “What is the problem? Why is it occurring?” • We ask questions across four domains: 11

12. 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? 12

13. 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? 13

14. 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) 14

15. Learner Leaner Possible Questions • Any Medical issues? • Background information in the cumulative record? • Language issues? 15

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

17. Review Examples • Review records • Review grades • Review teachers’ anecdotal records/instructional artifacts/work samples 17

18. Interview Examples • Teacher interview • Parent interview • Interview past teachers/previous school • Student interview (older grades) 18

19. Observe Examples • Student observation • Student/teacher interaction observation • Instructional observation • Core • Intervention 19

20. Test Examples • CBM in area of concern • Survey level • Grade level • CBM in other areas • Common Assessments • Diagnostic – informal or formal 20

21. Diagnostic Assessment • Further investigation to help determine which intervention is most appropriate • Can be CBM or other common assessments Examples Running Record, CBM, Informal reading assessments, Single skill math computation tests, Writing samples, Student interviews 21

22. Diagnostic Assessment: Myths • Comes in a box • Used to identify the presence of a reading disorder • Must be administered by specialists • Are formal • Time consuming and impractical. 22

23. Resources for Free Diagnostic Assessments • http://www.fcrr.org/FAIR/index.shtm- diagnostic reading assessments for pre-K through high school • http://www.thephonicspage.org/On%20Reading/readinggradeleve.html - diagnostic phonics assessments for all grade levels • Math- Intervention Central has the ability to make up single skill probes of math skills 23

24. Case Study – Tier III 24

25. 25

26. Case Study - Page 1 • Student Name: Chris • Date: 9/6/XX • Areas targeted for instruction/intervention: Reading • Specific Problem: Reading Fluency

27. Case Study: Tier III Background Information Record Review • Vision/Hearing - pass • Retentions - none • Absences/tardies - no concerns • Transferred schools - midyear first grade (VA) • Prior interventions – Tier I and II in second grade (see data) 27 3

28. Case Study: Tier III Background Information Record Review (cont’) • Universal screening data • R-CBM - 34, MAZE - 3 (Fall-current school year) • math - on grade level • DRA2 = 20 28 3

29. 29

30. Case Study: Tier III Background Information Tier I (during second grade) • Define the problem - “Chris’ R-CBM score of 29 (Winter- universal screening) is below the 10th percentile when compared to national norms.” • Error analysis (teacher) indicates several decoding weaknesses, including multisyllabic words, diagraphs, blends • Chris’ low score on R-CBM is because of his weakness in decoding, specifically multisyllabic words. 3

31. Tier III - Case Study:Background Information Tier I (cont’) • 8 weeks intervention (2/01/xx - 3/28/xx) • Syllable pattern activities from FCRR - 2x/week, 15 min./session • Progress monitoring data R-CBM • 28, 30, 36, 30 3

32. Tier I Interventions 50 45 40 35 36 30 30 30 29 28 25 20 15 10 3 1 6 4 2 5 7 8 32

33. Case Study: Tier III Background Information Tier II • Chris’ low score on R-CBM is because of his weaknesses in decoding, including multisyllabic words and diagraphs. • 8 weeks intervention (3/28/xx -5/30/xx) • Syllable pattern activities from FCRR - 2x/week, 15 min./session • Letter sound correspondence activities from FCRR - 2x/week, 10 min./session 3

34. Case Study: Tier III Background Information Tier II (cont’) • Progress monitoring data R-CBM • 35, 40, 42, 43 3

35. Tier II Interventions 55 50 52 45 42 43 40 40 35 36 35 30 25 20 15 10 1 2 3 4 5 6 7 8 35

36. Case Study - Page 1 Create a hypothesis statement for each domain Why do you think the problem is occurring? Instruction Curriculum Environment Learner What information do you need? Review Interview Observe Test 36

37. 37

38. 38

39. 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 WHAT DID WE FIND? 3 Step 3 Analysis of the Assessment Plan Determine if problem is correctly defined 5 4 39

40. Tier III - Analyze the Assessment Plan Team reconvenes (within 2 weeks) to discuss results of assessment results • Is our problem correctly defined? • What is our hypothesis (based on the data we gathered) and how will we “test” it? 40

41. Tier III - Analyze the Assessment Plan Environment • Structured observation results • Attention to task was age appropriate compared to peers in classroom • Hypothesis rejected 41

42. Tier III - Analyze the Assessment Plan Curriculum • CBM error analysis - confirms multisyllabic words, diagraphs, blends • Review DRA2 - Score of 18 • Interview Instructional specialist from previous school • Previous utilized different materials and instructional methods • Hypothesis accepted 42

43. Tier III – Analyze the Assessment Plan Instruction • Teacher Interview • Determined review of early literacy skills is not an intentional component of reading instruction • Instructional observation • Review of early literacy skills was not observed • Review instructional materials • 3rd grade materials do not include a review of early literacy skills • Hypothesis accepted 43

44. Tier III - Analyze the Assessment Plan Leaner • Speech Language Screening • Passed • Social/Developmental History • Uneventful social/medical development • Hypothesis rejected 44

45. 45

46. 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 WHERE DO WE WANT THEM TO BE? 3 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 46

47. 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. 47

48. Tier III – Goal Setting • Short Term Goal • Length determined by intervention period • Example: 8-10 weeks from intervention start date • Set goal based on baseline data • Long Term • Length determined by grade level expectations • Example: end of school year • Set goal based on baseline data 48

49. Tier III - Goal Setting • Norm Referenced Goal • Rate of Improvement (ROI)/Growth Rate • Percentile Rank 49

50. Tier III – Goal Setting: Norm Referenced • A standard, model or pattern regarded as typical • Typical performance of peers? • Classroom • Grade • District • State • Nation 50