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Christine R. Spear, Education Administrator Alabama Department of Education Dr. Denise P. Gibbs, Director Alabama Scotti

Implementing Alabama's RtI Framework: Problem Solving Teams and Intervention Plans. STUDENT SUCCESS. PST. RtI. Christine R. Spear, Education Administrator Alabama Department of Education Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers.

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Christine R. Spear, Education Administrator Alabama Department of Education Dr. Denise P. Gibbs, Director Alabama Scotti

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  1. Implementing Alabama's RtI Framework: Problem Solving Teams and Intervention Plans STUDENT SUCCESS PST RtI Christine R. Spear, Education Administrator Alabama Department of Education Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers

  2. The portion of this presentation provided by Dr. Gibbs is being provided today at no cost by the Alabama Scottish Rite Foundation. The philanthropy of the Alabama Scottish Rite Foundation began in the 1950’s in Alabama and continues today. The mission of the Alabama Scottish Rite Foundation is to provide help to Alabama Schools as they work with students who struggle in reading -particularly those students with dyslexia.

  3. 3 Part Series at MEGA on AL RtI Framework • Part 1 = Wed 8:15-11:30Problem Solving Teams Overview (to be repeated Thurs 1-4:15) • Part 2 = Wed 1-4:15Problem Solving Teams and Intervention Plans (this session!) • Part 3 = Thurs 8:15-11:30Interventions, Interventions, Interventions!

  4. Alabama’ RtI Framework • Some documents for download at alsde.edu (special links) • Response to Instruction: Alabama Core Support For All Students • A Problem Solving Team Process • A Problem Solving Team Process Sample Forms

  5. Outcomes for this session: • Participants will become familiar with: • matching interventions to screening and assessment data • selection of appropriate progress monitoring tools • goal setting • data-based decision making • the Intervention Plan

  6. The “big picture” (in case you missed part 1this morning)

  7. Elementary Tier Model (K-3) PlusSpecial Education ? % 5% Tier 3 Intensive Intervention 60 minutes Intervention 30 minutes per dayin the classroom Tier 2 15% Comprehensive Core 90 minutes per day reading60 minutes per day math Tier 1 80%

  8. Grade 4-12 Tier Model PlusSpecial Education ? % Tier 3 5% Intensive Intervention classes Differentiated strategy instruction in content classes small group-intentional groupings 15% Tier 2 Tier 1 80% Core instruction=Strategy instruction in content classes whole and small group

  9. RTI:B K-12 Tiers PlusSpecial Education ? % Tier 3 5% Intensive Intervention classes 15% Tier 2 Supplementalbehavior supports implemented in classrooms Tier 1 80% Universal positive behaviorsupports practiced school-wideor district-wide

  10. Matching interventions to student needs Screening, progress monitoring and survey level assessment

  11. Screening: What and When • Screen basic math and reading skills • For K-3 students, ALL students should be screened 3 times per year. • For grade 4-12 students, schools could: • Screen all students (as in K-3) • screen all entering students • complete a records review and then “screen” students below a designated level

  12. Screening Tools • Independent, peer-review of screening and progress monitoring tools www.rti4success.org • AIMSWEB (reading, math, spelling, written expression – behavior coming in August 2010 - pre K-12*) Aggregate Growth Scores • DIBELS (reading K-6) • STEEP (reading and math K-12) • STAR (early literacy, math, reading pre K-12) • One comprehensive tool that “does it all is desirable!”

  13. Screening Tools (If you have no money!) • Develop your own benchmark assessments for reading, math, and behavior. • ABCs of CBM (Hosp, et al, 2007) $26 • Has “how to construct” guidelines • Has expected levels of performance for reading, math, spelling, and written expression for grades K-8 (from Aimsweb tables!) • www.interventioncentral.org • Create fluency passages, mazes, math probes, etc!

  14. System-wide screening criteria • School systems will need to determine the screening outcomes which will result in intervention consideration and referral to one of the problem solving teams. • If score is below ___ then student’s need for intervention will be reviewed by the appropriate problem solving team • Could choose “arbitrary percentile score” • Could choose score which predicts success on high stakes test like ARMT or ASGHE

  15. Some intervention direction from screening • When screening data is analyzed carefully, intervention direction is sometimes clearly indicated. • In other cases, additional assessment information may be needed to chart the best course of intervention for the student. • Two assessment graphic organizers • Intervention Needs Assessment Profile-Elementary (INAPE) • Intervention Needs Assessment Profile-Secondary (INAPS)

  16. Additional assessment…an example • If screening reveals weakness in reading comprehension….then look for underlying cause(s)…. • If word reading accuracy is < 95%... • then administer Test of Word Reading Efficiency (TOWRE) to check severity of word-level deficits • If TOWRE score is below the 25th percentile, administer a phonics screener and provide word-level interventions.

  17. Additional assessment…an example continued • If screening reveals weakness in reading comprehension….then look for underlying cause(s)…. • If word reading accuracy is > 95%... • then check for a vocabulary deficit with a tool like the Comprehension Scale of the OWLS • If no problem is found with word-level or vocabulary skills… • then use a comprehension strategies-based intervention.

  18. Screening and Progress Monitoring • Need to select a screening tool which also has some useful progress monitoring tools “built into their package” • Progress should be monitored weekly so you need about 30 probes for each grade level for each skill to be monitored. (this is the bad part if you are making your own probes!) • Use of incorrect progress monitoring tool may “sink the process!”

  19. Progress Monitoring Tool Selection: Reading • If intervention focus is comprehension …then progress monitor with mazes. • If intervention focus is word-level decoding skills….then progress monitor with phonics word probes or R-CBM accuracy and rate. • If intervention focus is early literacy skills…then progress monitor with letter naming fluency or nonsense word fluency.

  20. Progress Monitoring Tool Selection: Math • If intervention focus is applications and problem solving …then progress monitor with applications probes. • If intervention focus is computation ….then progress monitor with computation probes (mixed or single skill) • If intervention focus is early numeracy (EN) skills…then progress monitor with desired EN skill probes.

  21. A look at some reading PM probes Letter naming fluency(k example) K-1 Letter sound fluency (k example) K-1 Nonsense word fluency(1st grade example) K-1 R-CBM(8th grade example) Grades 1-12 Mazes (7th grade example) Grades 2-12

  22. A look at some math PM probes Missing numbers(K example) K-1 Quantity discrimination(K example) K-1 Number identification(1st grade example) K-1 Computation (M-CBM) (1st – 6th grade example) Grades 1-12 Concepts and Applications (M-CAP) (7th grade example) Grades 2-8

  23. Progress monitoring schedule • Desired frequency of progress monitoring needs to be determined • More frequent progress monitoring yields more reliable data • More frequent progress monitoring facilitates more timely decision making • May be best to monitor progress weekly for all students participating in interventions

  24. Grade-level or off grade-level progress monitoring? • Progress monitoring must be conducted at appropriate grade level to reflect progress being made! • A survey level assessment (SLA) may be conducted to determine the appropriate grade-level difficulty for progress monitoring. • SLA procedure for reading and math are slightly different

  25. Survey Level Assessment(Hosp, et al, 2007) • Begin with student’s enrolled grade-level. • Move backwards through the grades to determine the grade-level at which the student’s score falls within the average range (25th – 75th percentile) • This is the “instructional level” of the student.

  26. Survey Level Assessment (Hosp, et al, 2007- continued) • For students with grade 1 or 2 instructional levels, progress monitor at the instructional level. • For students with instructional levels of 3 and above, progress monitor one grade level above the instructional level.

  27. Math Survey Level Assessment (Hosp, et al, 2007- continued) • After you find the student’s instructional level (score falls within 25th – 75th percentile range for that grade)…. • You may decide to determine the specific calculation skills which are deficient (+, -, /, x) and target those skills in intervention

  28. Survey Level Assessment Reading Comprehension Example • Jamie is in the 8th grade and achieves a maze score of 6 on the 8th grade benchmark testing (screening) in the fall. • SLA reveals the following: • 7th grade = 8 mazes (25th %ile = 15) • 6th grade = 9 mazes (25th %ile = 14) • 5th grade = 10 mazes (25th %ile = 11) • 4th grade = 12 mazes (25th %ile = 9) • Best grade-level for progress monitoring is ____.

  29. Survey Level Assessment Math Computation Example • Matt is in the 5th grade and achieves a score of 12 cd on the 5th grade benchmark testing (screening) in the fall. • SLA (mixed skill) reveals the following: • 4th grade = 17 cd (25th %ile = 24 cd) • 3rd grade = 20 cd (25th %ile = 11 cd) • Best grade-level for progress monitoring is ____. • Now look at specific skills (+ - x /)

  30. Intervention Goal Setting

  31. Before setting the goal… • Important to decide what we are “aiming” for • Grade-level proficiency? • Score between 25th and 75th percentile? • “PASS THE TEST!”? • Score that predicts success on the ARMT for student’s grade?

  32. To set the goal, need to determine.. • What is the “normal rate of improvement” or gain for students who do not receive intervention? • Realistic to double that rate? • Ambitious to triple that rate? • You will learn this by doing it and seeing what your success rate is. • Can the gap (between where the student is and where we want to take him) be closed in a “reasonable” period of time?

  33. Intervention goal setting • Determine student’s BASELINE from benchmark testing, SLA, and initial progress monitoring probes. • Reading – # of mazes; # words per minute; % accuracy; # letters named; # of phonics patterns words; etc • Math – math concepts score; computation score; early numeracy scores; etc

  34. Intervention goal setting • Look at the BASELINE score • Determine the desired OUTCOME score (this becomes the intervention GOAL) • Calculate the needed ROI (rate of improvement) to reach the goal (this becomes the GOAL ROI) • Some commercial programs calculate ROI for you

  35. Determine the Desired Outcome • Look at AIMSweb Aggregate Growth Tables (or similar information) which illustrate growth WITHOUT intervention • R-CBM for fluency • Mazes for comprehension • Computation or applications for math • Inspect the ROI for students at the 50th percentile • Discuss desired maze, R-CBM, or M-CBM OUTCOME by year’s end for the student

  36. Math Computation Growth Without Intervention as Measured by Increased Number of CD (Aimsweb Multi-Year Aggregates)

  37. Comprehension Growth Without Intervention as Measured by Increased Number of Mazes (Aimsweb Multi-Year Aggregates)

  38. Reading Rate Growth Without Intervention as Measured by Increased WRC (Aimsweb Multi-Year Aggregates)

  39. About using these expected growth and goal tables • As you look at “where you want to get to with the student” and determine the needed ROI to get there… • Remember that intervention should accelerate growth • Somewhere between doubling or tripling growth through intervention may give a “ballpark estimate” for goal setting?

  40. Another way to check your intervention goals for achievability • You can look at the information provided in the two following tables to make sure that your goal setting is “on track” • In 2002, Aimsweb provided these goal setting “tips” for R-CBM • In 1993, Doug and Lynn Fuchs provided these “tips” for M-CBM.

  41. R-CBM Goal Suggestions AIMSWEB, 2002

  42. M-CBM Goal Suggestions Fuchs, et al 1993

  43. Calculating GOAL ROI • Determine level of skill expected at year’s end (GOAL). • Subtract BASELINE score from the GOAL to get needed gain (GROWTH) • Divide GROWTH by number of available weeks of intervention to get the GOAL ROI (weekly rate of improvement needed to reach year-end goal. • THEN compare this to the tables! Is this reasonable?

  44. Goal ROI Formula GOAL - BASELINE # of weeks of intervention = GOAL ROI

  45. Intervention goal setting reading example(back to 8th grade Jamie) • Following SLA, team decided to conduct progress monitoring using 5th grade maze passages. • Jamie’s initial baseline score on the 5th grade passages = 10 mazes (<25th percentile) (Aimsweb norms) • Team sets goal at 18 mazes on 5th grade passages (25th percentile) • Needed GROWTH = 8 mazes (18 – 10 = 8) • ROI = 8/32 or .25 mazes per week • When “PMing” below grade-level, move as quickly as possible through the grade levels!

  46. Writing intervention goals • Intervention goal example - • In 32 weeks, Jamie will correctly complete 18 mazes from grade 5 standard progress monitoring passages as measured by 3 minute silent reading probes. The expected weekly rate of improvement is .25 mazes per week.

  47. Intervention goal setting math example(back to 5th grade Matt) • Following SLA, team decided to conduct progress monitoring using 4th grade multiplication probes. • Matt’s initial baseline score on the 4th grade multiplication probes = 17 cd (<25th percentile) (Aimsweb M-CBM norms) • Team sets goal at 39 cd (25th percentile) • Needed GROWTH = 22 cd (39 – 17 = 22) • ROI = 22/32 or .69 cd per week • Move to 5th grade “PMing” ASAP

  48. Writing intervention goals • Math intervention goal example - • In 32 weeks, Matt will achieve a score of 39 cd on standard 4 minute, 4th grade multiplication progress monitoring probes. The expected weekly rate of improvement is .69 cd per week.

  49. Data-based decision making: How to “read the dots”

  50. Some key PM terms • Aimline – based on the goal set by the team • Data points – each progress monitoring score as graphed • Trendline – reflects a calculation based on the data points and describes the student’s progress

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