Problem Solving Response to Intervention: A brief introduction

1. Problem Solving & Response to Intervention:A brief introduction RtI Facilitator

2. What is RtI?

3. PS/RtI: Definition RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance (3) to make important educational decisions to guide instruction. National Association of State Directors of Special Education, 2005.

4. Note to Trainer: This is a slide with a series of animations. The notes below are written to support instruction that occurs with each click. The picture above is what the slide will look like when it is completed. This slide is going to show how a traditional system can result in large numbers of student for whom there is no formal support. This graphic originally appeared in an article written by Mark Shinn, Roland Good and Chris Parker in Special Education in Transition. Click 1: Across the bottom of this graph is a scale that represents intelligence using standard scores. Click 2: Along the left side of the graph is a scale that represents reading in standard scores. An average range is from 90-109. Click 3: This line describes intelligence scores equal to reading scores. Click 4: If we move this line 15 points to the right, we have a line that describes reading scores that are 15 points below intelligence scores. This is one of the criteria for SLD eligibility. Click 5: Children whose scores fall in this area get �help� from the SLD program. Click 6: There is another special education program designed to help children with academic difficulties which is the Mentally Handicapped program. Click 7: This block describes children whose IQ�s and Reading scores are 70 or below. This is one of the criteria for the Mentally Handicapped program. Click 8: When we combine these two groups it becomes apparent that there is a large group of students we�re missing. Click 9: For instance, if we draw a line where the Reading score = 90 (lower end of the average range), assuming children performing above the line are successful readers, those below are not� Click 10: What emerges is a large group of children with academic difficulties for whom there are no organized supports. Click 11: Note to Trainer: Point to the points. Indicate these are three students with similar score combinations. Each, however has a different instructional experience. The goal often becomes moving students from the yellow triangle in the middle into either the blue or red areas rather than developing the infrastructure necessary to meet their instructional needs. Note to Trainer: This is a slide with a series of animations. The notes below are written to support instruction that occurs with each click. The picture above is what the slide will look like when it is completed. This slide is going to show how a traditional system can result in large numbers of student for whom there is no formal support. This graphic originally appeared in an article written by Mark Shinn, Roland Good and Chris Parker in Special Education in Transition. Click 1: Across the bottom of this graph is a scale that represents intelligence using standard scores. Click 2: Along the left side of the graph is a scale that represents reading in standard scores. An average range is from 90-109. Click 3: This line describes intelligence scores equal to reading scores. Click 4: If we move this line 15 points to the right, we have a line that describes reading scores that are 15 points below intelligence scores. This is one of the criteria for SLD eligibility. Click 5: Children whose scores fall in this area get �help� from the SLD program. Click 6: There is another special education program designed to help children with academic difficulties which is the Mentally Handicapped program. Click 7: This block describes children whose IQ�s and Reading scores are 70 or below. This is one of the criteria for the Mentally Handicapped program. Click 8: When we combine these two groups it becomes apparent that there is a large group of students we�re missing. Click 9: For instance, if we draw a line where the Reading score = 90 (lower end of the average range), assuming children performing above the line are successful readers, those below are not� Click 10: What emerges is a large group of children with academic difficulties for whom there are no organized supports. Click 11: Note to Trainer: Point to the points. Indicate these are three students with similar score combinations. Each, however has a different instructional experience. The goal often becomes moving students from the yellow triangle in the middle into either the blue or red areas rather than developing the infrastructure necessary to meet their instructional needs.

5. Problem Solving/RtI�The Scientific Method� Once a problem is clearly defined by the problem solving team, the next step is to analyze the problem. This is a critical stage that is often missing in our current systems. Careful attention to gathering known and unknown information will help teams make sound defensible decisions that will lead to implementation of a well designed intervention. This intervention will have a greater likelihood for success. Through progress monitoring the PS team can evaluate student progress and make informed decisions about the effectiveness of the intervention. If the intervention is successful after the first attempt teams can make decisions about whether or not to continue, how to fade the intervention, etc. NOTE: The diagram on this slide illustrates the self-correcting nature of Problem Solving, in that if student data is not yielding the progress the team defined as acceptable, then team members may need to back up and revisit the previous steps of the process. Once a problem is clearly defined by the problem solving team, the next step is to analyze the problem. This is a critical stage that is often missing in our current systems. Careful attention to gathering known and unknown information will help teams make sound defensible decisions that will lead to implementation of a well designed intervention. This intervention will have a greater likelihood for success. Through progress monitoring the PS team can evaluate student progress and make informed decisions about the effectiveness of the intervention. If the intervention is successful after the first attempt teams can make decisions about whether or not to continue, how to fade the intervention, etc. NOTE: The diagram on this slide illustrates the self-correcting nature of Problem Solving, in that if student data is not yielding the progress the team defined as acceptable, then team members may need to back up and revisit the previous steps of the process.

6. Now begins an overview of the problem-solving process. Each step will be explored in detail in subsequent modules. This is a data based decsion making model that is self-correcting and focused on student success. The four steps are Problem Identification - What�s the problem?, Problem Analysis - Why is it occurring?, Intervention Design - What are we going to do about it?, and Response to Intervention - Is it working?Now begins an overview of the problem-solving process. Each step will be explored in detail in subsequent modules. This is a data based decsion making model that is self-correcting and focused on student success. The four steps are Problem Identification - What�s the problem?, Problem Analysis - Why is it occurring?, Intervention Design - What are we going to do about it?, and Response to Intervention - Is it working?

7. This triangle represents the proportion of students in various instructional need categories in functional systems. That is, core curricula should be meeting the needs of 80-90% of the students, leaving 10-20% needing additional supports (both academic and behavioral). Of that 10-20%, 1-5% should require intensive, individual intervention and support with the remaining 5-10% in need of small group interventions. As demonstrated in the next slide, in systems with greater numbers of children whose needs are not met by the core instruction, an adjustment to that core instruction is indicated. We cannot fix weaknesses in core curriculum by intervening with individual children. If we try to do so, our supplemental services will be quickly overwhelmed. If approximately 80% of our students are successful with core instruction, that will leave us with 20% who need something extra. Most systems have difficulty tolerating providing effective supplemental services to more than 20% of their students.This triangle represents the proportion of students in various instructional need categories in functional systems. That is, core curricula should be meeting the needs of 80-90% of the students, leaving 10-20% needing additional supports (both academic and behavioral). Of that 10-20%, 1-5% should require intensive, individual intervention and support with the remaining 5-10% in need of small group interventions. As demonstrated in the next slide, in systems with greater numbers of children whose needs are not met by the core instruction, an adjustment to that core instruction is indicated. We cannot fix weaknesses in core curriculum by intervening with individual children. If we try to do so, our supplemental services will be quickly overwhelmed. If approximately 80% of our students are successful with core instruction, that will leave us with 20% who need something extra. Most systems have difficulty tolerating providing effective supplemental services to more than 20% of their students.

9. Two important concepts illustrated in this depiction of the tiers of instructional support. There are both on ramps and off ramps between the tiers which reflects the fluid nature of the support provided to struggling students. Also, the ramps are gradients and not abrupt changes from green to yellow or yellow to red. This illustrates a concept further developed on the next slide - that student needs exist on a continuum and we need to arrange our resources so that students can access an intensity of service in proportion to their level of need. Discussions of whether a child is a Tier 2 student or Tier 3 student miss the point - the tier is immaterial, what is important is providing instruction that results in student success.Two important concepts illustrated in this depiction of the tiers of instructional support. There are both on ramps and off ramps between the tiers which reflects the fluid nature of the support provided to struggling students. Also, the ramps are gradients and not abrupt changes from green to yellow or yellow to red. This illustrates a concept further developed on the next slide - that student needs exist on a continuum and we need to arrange our resources so that students can access an intensity of service in proportion to their level of need. Discussions of whether a child is a Tier 2 student or Tier 3 student miss the point - the tier is immaterial, what is important is providing instruction that results in student success.

10. Problem ID What is the Problem?

11. Step 1:Problem IdentificationWhat is the problem? In order to identify a problem, you�ve got to start with three pieces of data: 1 � expected benchmark level of performance 2 � peer level of performance 3 � student level of performance

12. Step 1 - What�s the Problem? A graphic from AEA 11 in Iowa which describes a decision making rubric which ensures that instruction/intervention efforts are targeted correctly. That is that a systemic problem is solved systemically, an individual student problem is solved individually, etc.A graphic from AEA 11 in Iowa which describes a decision making rubric which ensures that instruction/intervention efforts are targeted correctly. That is that a systemic problem is solved systemically, an individual student problem is solved individually, etc.

13. Ask the participants, �If a student was referred from Classroom 2 as a result of difficulty breaking words into component sounds, would you be more likely to consider a Tier one problem or an individual student problem?� �What about Classroom 5?�Ask the participants, �If a student was referred from Classroom 2 as a result of difficulty breaking words into component sounds, would you be more likely to consider a Tier one problem or an individual student problem?� �What about Classroom 5?�

14. Problem ID ReviewIndividual Student Data Question posed to participants: �Does this graph depict a large group or individual student problem? Why?� Summary: Based on this graph we can see that both the target student and the peer group are well below benchmark. Therefore, it would be necessary to approach the problem at a Tier 1 or class-wide level. Question posed to participants: �Does this graph depict a large group or individual student problem? Why?� Summary: Based on this graph we can see that both the target student and the peer group are well below benchmark. Therefore, it would be necessary to approach the problem at a Tier 1 or class-wide level.

15. Problem ID ReviewIndividual Student Data Question posed to participants: �Does this graph depict a large group or individual student problem? Why?� Summary: In this situation the peer group and target student are well below benchmark. However the target student is performing significantly below his/her peers. Therefore, there are at least two possible data-based decision that could be made: A class-wide intervention and monitor the target student�s response or 2. A class-wide intervention AND additional instruction/intervention for the target student who is performing below the peer group NOTE: Providing intervention only for the target student and not the entire class WOULD NOT be an appropriate data-based decision Question posed to participants: �Does this graph depict a large group or individual student problem? Why?� Summary: In this situation the peer group and target student are well below benchmark. However the target student is performing significantly below his/her peers. Therefore, there are at least two possible data-based decision that could be made: A class-wide intervention and monitor the target student�s response or 2. A class-wide intervention AND additional instruction/intervention for the target student who is performing below the peer group NOTE: Providing intervention only for the target student and not the entire class WOULD NOT be an appropriate data-based decision

16. Problem ID ReviewIndividual Student Data Click 1: The horizontal blue line represents our benchmark level of performance Click 2: The red dot represents the target student�s level of performance Click 3: The box represents the peer level of performance Question posed to participants: �Does this graph depict a large group or individual student problem? Why?� Summary: This example clearly depicts an individual student problem. Based on the graph, we can see that the peer group is performing at or above benchmark, while the target student is well below. Click 1: The horizontal blue line represents our benchmark level of performance Click 2: The red dot represents the target student�s level of performance Click 3: The box represents the peer level of performance Question posed to participants: �Does this graph depict a large group or individual student problem? Why?� Summary: This example clearly depicts an individual student problem. Based on the graph, we can see that the peer group is performing at or above benchmark, while the target student is well below.

17. Practice With Problem ID A good place to look for tier one problems is in AYP subgroups. Any subgroup not making AYP can be addressed with a tier one universal intervention to avoid wasting time and resources.

19. Tier One Problem Identification 1. Rank from highest to lowest the groups and years for which core instruction is most effective. Be sure to include all 6 possibilities in your response. 2. Which group(s) of students should receive highest priority for monitoring while modifications to core instruction are being made? Justify your decision. Which group(s) of students is most likely to be referred for additional intervention�regardless of any label they might have? Justify your decision. 4. Based on the data from the previous two school years, for which of the three groups of students depicted above, if any, will core instruction potentially be effective at the end of this school year (i.e., 2007-08)? Justify your decision. 5. Assume that modifications were made between the 05/06 and 06/07 school years for all groups of students at all levels of risk. Which group(s) of students at what level(s) of risk made the greatest improvement across the two years? Justify your decision. All 06-07, Ec. Dis. 06-07, All 05-06, Ec. Dis. 05-06, SWD 05-06, SWD 06-07 SWD. This group has the lowest percentage of students in the Low Risk category. The performance trend is poor. As students with disabilities they are quite possibly receiving the most intensive supports available. Yet, the percentage of these students in the Low Risk category decreased over the two school years. SWD. This group has the largest percentage of students at high risk for failure and therefore in need of additional instruction/intervention. NOTE: Explain to participants that this question and the phrase �regardless of any label they might have,� highlights the fact that even though a student may be determined to have a disability, his/her progress is still monitored and the instruction is altered accordingly. None. Based on the performance trends, none of the groups are making gains great enough to reach 80% in the Low Risk category by the end of the 07-08 school year. Economically Disadvantaged, Low and Moderate Risk. Between the two school years this group experienced a 6% increase in the number of students scoring in the Low Risk category and a 7% decrease in the number of students scoring in the Moderate Risk category. All Students, High Risk would also be a viable answer. This group of students experienced a 7% decrease in the number of students scoring in the High Risk category. All 06-07, Ec. Dis. 06-07, All 05-06, Ec. Dis. 05-06, SWD 05-06, SWD 06-07 SWD. This group has the lowest percentage of students in the Low Risk category. The performance trend is poor. As students with disabilities they are quite possibly receiving the most intensive supports available. Yet, the percentage of these students in the Low Risk category decreased over the two school years. SWD. This group has the largest percentage of students at high risk for failure and therefore in need of additional instruction/intervention. NOTE: Explain to participants that this question and the phrase �regardless of any label they might have,� highlights the fact that even though a student may be determined to have a disability, his/her progress is still monitored and the instruction is altered accordingly. None. Based on the performance trends, none of the groups are making gains great enough to reach 80% in the Low Risk category by the end of the 07-08 school year. Economically Disadvantaged, Low and Moderate Risk. Between the two school years this group experienced a 6% increase in the number of students scoring in the Low Risk category and a 7% decrease in the number of students scoring in the Moderate Risk category. All Students, High Risk would also be a viable answer. This group of students experienced a 7% decrease in the number of students scoring in the High Risk category.

20. Your School Now practice with your own data from the last two or three years. Which subgroups are responding to the core tier one curriculum successfully? In which subgroups could the instruction, curriculum, or environment, possibly be changed universally in tier one to improve success? Let�s hypothesize some possible changes to tier one that we could, �get the most bang for our buck� out of. (Exp. multiple modes of instruction)

21. Problem AnalysisWhy is the problem occurring?

22. This slide illustrates the central question for the problem solving step - Problem Analysis. The goal is to discover why a tier 1, 2, or 3, problem is occurring. Give examples and illustrate how hypotheses focused on irrelevant or unalterable variables become evident when expressed in terms of a prediction statement. For example, �The problem is occurring because Sara�s mother is a single parent. If her mother was not single, Sara would be a better reader (the problem would be reduced).� Make clear that a prediction statement from a verified hypothesis is the first step in intervention design/selection. This slide illustrates the central question for the problem solving step - Problem Analysis. The goal is to discover why a tier 1, 2, or 3, problem is occurring. Give examples and illustrate how hypotheses focused on irrelevant or unalterable variables become evident when expressed in terms of a prediction statement. For example, �The problem is occurring because Sara�s mother is a single parent. If her mother was not single, Sara would be a better reader (the problem would be reduced).� Make clear that a prediction statement from a verified hypothesis is the first step in intervention design/selection.

23. If you really want teachers to be discouraged and frustrated with providing interventions, then ask them to focus on variables that they have no control over. This thinking process is what makes the difference between simply knowing where to find possible interventions and designing appropriate interventions. Note: Some folks wants to know where the �interventions� are and what they are�as if there is some sort of repository available that houses all that knowledge. Having a list of interventions is not likely to yield any powerful results for students unless there is accurate understanding of why the problem is occurring. An intervention with a strong evidence base and common use among schools is still only as good as the match between it and what the student(s) needs � as discovered through the Problem Analysis phase (of course there is an exception with some Standard Protocol use). This slide is also a kind of review from Day 3. Highlight again that one way to avoid concentrating on variables that are uncontrollable is to use the IF/Then statement listed here. If we say a problem occurs because there is no Dad in the home. Then, �If there is a dad in the home, then the problem would be reduced.� So the implication is what? Put a Dad in the home? Same case for IQ � important to highlight this since so many educators put too much emphasis on the IQ to determine services for students.If you really want teachers to be discouraged and frustrated with providing interventions, then ask them to focus on variables that they have no control over. This thinking process is what makes the difference between simply knowing where to find possible interventions and designing appropriate interventions. Note: Some folks wants to know where the �interventions� are and what they are�as if there is some sort of repository available that houses all that knowledge. Having a list of interventions is not likely to yield any powerful results for students unless there is accurate understanding of why the problem is occurring. An intervention with a strong evidence base and common use among schools is still only as good as the match between it and what the student(s) needs � as discovered through the Problem Analysis phase (of course there is an exception with some Standard Protocol use). This slide is also a kind of review from Day 3. Highlight again that one way to avoid concentrating on variables that are uncontrollable is to use the IF/Then statement listed here. If we say a problem occurs because there is no Dad in the home. Then, �If there is a dad in the home, then the problem would be reduced.� So the implication is what? Put a Dad in the home? Same case for IQ � important to highlight this since so many educators put too much emphasis on the IQ to determine services for students.

24. Generate Hypotheses Hypotheses� Are developed to determine reasons for why the replacement behavior is not occurring Should be based on research relevant to the target skills Focus on alterable variables Should be specific, observable, and measurable Should lead to intervention The last three bullets provides a set of standards by which a hypothesis can be evaluated to determine if it is acceptable. ex.) Is the hypothesis focused on alterable variables? Is the hypothesis specific, observable and measurable? Will the hypothesis lead ultimately to intervention? NOTE: Ask participants to highlight or mark the last three bullets in their handout. Later they will be asked to evaluate several hypothesis in order to determine if they are acceptable. These three tenets will help them in making that determination. The last three bullets provides a set of standards by which a hypothesis can be evaluated to determine if it is acceptable. ex.) Is the hypothesis focused on alterable variables? Is the hypothesis specific, observable and measurable? Will the hypothesis lead ultimately to intervention? NOTE: Ask participants to highlight or mark the last three bullets in their handout. Later they will be asked to evaluate several hypothesis in order to determine if they are acceptable. These three tenets will help them in making that determination.

25. The hypotheses domains are the different areas where we can begin to explore possible causes for the problem. Teams need to stay based in alterable variables and what is instructionally relevant. NOTE: Explain that a limited number of examples are provided for each domain. It is not intended to be an exhaustive list. The hypotheses domains are the different areas where we can begin to explore possible causes for the problem. Teams need to stay based in alterable variables and what is instructionally relevant. NOTE: Explain that a limited number of examples are provided for each domain. It is not intended to be an exhaustive list.

26. Generate Hypotheses Hypotheses� Must consider both SKILL and PERFORMANCE deficits: Skill Deficit Student does not have the skills to perform the task Student lacks fluency skill for grade level Student lacks private speech for self control Performance Deficit Student does perform existing skill or performs at lower level Student reads slowly because of fear of ridicule by peers for mistakes Peers reinforce bad choices more than teacher reinforces good choices When we consider whether there is a skill deficit or a performance deficit, it is a matter of �can�t do� or �won�t do.� With a suspected skill deficit the belief would be that the student can�t do the task because does not possess the skill. A team would need to determine if the skill had actually been taught and if there was evidence that the child had successfully performed the skill in the past. With a suspected performance deficit the belief would be that the student possesses the ability to do the skill, but for some reason s/he won�t perform the existing skill . In this case the team would have evidence to indicate that the student has in fact performed the skill in the past. The reason it is important to make this distinction is that the nature of the deficit necessarily leads to different interventions. An intervention designed to address a skill deficit will be quite different from one that is intended to address a performance deficit. When we consider whether there is a skill deficit or a performance deficit, it is a matter of �can�t do� or �won�t do.� With a suspected skill deficit the belief would be that the student can�t do the task because does not possess the skill. A team would need to determine if the skill had actually been taught and if there was evidence that the child had successfully performed the skill in the past. With a suspected performance deficit the belief would be that the student possesses the ability to do the skill, but for some reason s/he won�t perform the existing skill . In this case the team would have evidence to indicate that the student has in fact performed the skill in the past. The reason it is important to make this distinction is that the nature of the deficit necessarily leads to different interventions. An intervention designed to address a skill deficit will be quite different from one that is intended to address a performance deficit.

27. Focus only on gathering information that is directly linked to the defined problem and that will guide you to answering the question �Why is this problem occurring?�. Do not collect information for the sake of collecting information. Do not collect what you already have. REMEMBER: Our assessment must focus on gathering information that will DIRECTLY impact student gains in their classroom environment. Purpose of Assessment in Problem Analysis The three bulleted points on this slide are all targeted at making the assessment process as efficient and focused as possible. The final point (�REMEMBER�) highlights the need to ensure that assessment is focused on what is educationally relevant - a concept that is further explored on the next slide. The three bulleted points on this slide are all targeted at making the assessment process as efficient and focused as possible. The final point (�REMEMBER�) highlights the need to ensure that assessment is focused on what is educationally relevant - a concept that is further explored on the next slide.

28. Assessment:How Do We Confirm Hypothesis? Review Interview Observe Test RIOT is an acronym for four methodologies to gather data that will help is to analyze a problem. We can, for example: Review existing records. Interview the student, parents and/or teacher. Observe in the classroom or other appropriate setting. Test the learner on a particular skill or concept. RIOT is an acronym for four methodologies to gather data that will help is to analyze a problem. We can, for example: Review existing records. Interview the student, parents and/or teacher. Observe in the classroom or other appropriate setting. Test the learner on a particular skill or concept.

29. Determining What Data to Collect Here is an effective way to organizing your thinking. (Slide will initially appear with title and blank matrix only) Click 1: When trying to collect data and information about a problem we have two categories of information: What information is Known and what information is Unknown. Click 2: We can further classify this information into what is Educationally Relevant & Alterable� Click 3: versus what is Less Educationally Relevant & Unalterable. When further analyzing a defined problem, assessment can take many forms. Click 4: We must FOCUS on pulling together known information that is educationally relevant and alterable that relates to curriculum, instruction and the environment (top, left quadrant). Click 5: Yet, disregard that which, although may it may be known, is less educationally relevant and unalterable information (top, right quadrant) Click 6: As a team we will determine what additional information we need to ensure student success (lower, left quadrant) . We will formulate questions (assessment questions) we need answered and select methods of assessment. Click 7: Avoid focusing time and effort on collecting unknown information that is less educationally relevant and unalterable (lower, right quadrant) Don�t collect data for the sake of collecting data. Be purposeful in your assessment. Your assessment activities must answer assessment questions. NOTE: Some participants will become distracted by the placement of �cognitive processing� in the lower, right quadrant (Unknown info., Less Educationally Relevant and Unalterable). Avoid engaging in a debate over the merits of cognitive processing and other more traditional testing. The point to be made is that all assessment should be targeted and purposeful and should serve to answer assessment questions which will lead us to what and how to teach students. Here is an effective way to organizing your thinking. (Slide will initially appear with title and blank matrix only) Click 1: When trying to collect data and information about a problem we have two categories of information: What information is Known and what information is Unknown. Click 2: We can further classify this information into what is Educationally Relevant & Alterable� Click 3: versus what is Less Educationally Relevant & Unalterable. When further analyzing a defined problem, assessment can take many forms. Click 4: We must FOCUS on pulling together known information that is educationally relevant and alterable that relates to curriculum, instruction and the environment (top, left quadrant). Click 5: Yet, disregard that which, although may it may be known, is less educationally relevant and unalterable information (top, right quadrant) Click 6: As a team we will determine what additional information we need to ensure student success (lower, left quadrant) . We will formulate questions (assessment questions) we need answered and select methods of assessment. Click 7: Avoid focusing time and effort on collecting unknown information that is less educationally relevant and unalterable (lower, right quadrant) Don�t collect data for the sake of collecting data. Be purposeful in your assessment. Your assessment activities must answer assessment questions. NOTE: Some participants will become distracted by the placement of �cognitive processing� in the lower, right quadrant (Unknown info., Less Educationally Relevant and Unalterable). Avoid engaging in a debate over the merits of cognitive processing and other more traditional testing. The point to be made is that all assessment should be targeted and purposeful and should serve to answer assessment questions which will lead us to what and how to teach students.

30. Writing A Hypothesis Statement(What are possible causes?) Here is the thought process for determining possible causes. Provide an example to plug into the hypothesis and prediction sentence frame. �The problem is occurring because the student is lacks the ability to blend sounds in words. If phonemic awareness instruction would occur, then the problem would be reduced.� Here is the thought process for determining possible causes. Provide an example to plug into the hypothesis and prediction sentence frame. �The problem is occurring because the student is lacks the ability to blend sounds in words. If phonemic awareness instruction would occur, then the problem would be reduced.�

31. Digging Deeper into ICEL

32. Content Of Assessment Domains INSTRUCTION instructional decision-making regarding selection and use of materials, placement of students in materials frequency of interaction/reinforcement clarity of instructions communication of expectations and criteria for success (behavioral and academic) direct instruction with explanations and criteria for success (behavioral and academic) sequencing of lessons designs to promote success variety of practice activities (behavioral and academic) NOTE: The next four slides provide examples of content of the various assessment domains. Emphasize that these are not exhaustive lists, but are intended to provide participants with example of how they might begin to explore each domain. NOTE: The next four slides provide examples of content of the various assessment domains. Emphasize that these are not exhaustive lists, but are intended to provide participants with example of how they might begin to explore each domain.

33. Content Of Assessment Domains CURRICULUM long range direction for instruction instructional materials intent arrangement of the content/instruction pace of the steps leading to the outcomes stated outcomes for the course of study general learner criteria as identified in the school improvement plan and state benchmarks (behavioral and academic)

34. Content of Assessment Domains ENVIRONMENT physical arrangement of the room furniture/equipment clear classroom expectations management plans peer interaction, expectations, reinforcement, support schedule task pressure home/family supports

35. Content Of Assessment Domains LEARNER skills motivation health prior knowledge

36. Practice with Problem Analysis: Examples of Hypothesis

37. Format for Hypothesis Validation Validated?: The next four slides walk participants through the hypothesis validation process. The components of the slide appear one at a time, upon advancing the slide or �clicking.� These examples are designed to be completed whole group and to elicit participant input and participation. Click 1: Hypothesis is presented and read aloud. Click 2: Prediction statement is presented and read aloud. Question posed to participants: �If this is our prediction statement, then what might our assessment question be? In other words, what do we need to need to find out in order to validate the hypothesis?� Click 3: Assessment question is presented and read aloud. Question posed to participants: �Think about or refer back to the RIOT by ICEL matrix. In which domain, using what methodology might we find the answer to this assessment question?� Click 4: Possible assessment domains and methodologies are presented. NOTE: These possibilities are not the only correct answers. Participants may suggest other viable assessment domains and methodologies, based on the example. Click 5: The answers for this mock validation process are presented. �Here�s what this team found out.� Question posed to participants: �Based on the answers yielded from the assessment procedures, can this hypothesis be validated?� The next four slides walk participants through the hypothesis validation process. The components of the slide appear one at a time, upon advancing the slide or �clicking.� These examples are designed to be completed whole group and to elicit participant input and participation. Click 1: Hypothesis is presented and read aloud. Click 2: Prediction statement is presented and read aloud. Question posed to participants: �If this is our prediction statement, then what might our assessment question be? In other words, what do we need to need to find out in order to validate the hypothesis?� Click 3: Assessment question is presented and read aloud. Question posed to participants: �Think about or refer back to the RIOT by ICEL matrix. In which domain, using what methodology might we find the answer to this assessment question?� Click 4: Possible assessment domains and methodologies are presented. NOTE: These possibilities are not the only correct answers. Participants may suggest other viable assessment domains and methodologies, based on the example. Click 5: The answers for this mock validation process are presented. �Here�s what this team found out.� Question posed to participants: �Based on the answers yielded from the assessment procedures, can this hypothesis be validated?�

38. Format for Hypothesis Validation Validated?: Click 1: Hypothesis is presented and read aloud. Click 2: Prediction statement is presented and read aloud. Question posed to participants: �If this is our prediction statement, then what might our assessment question be? In other words, what do we need to need to find out in order to validate the hypothesis?� Click 3: Assessment question is presented and read aloud. Question posed to participants: �Think about or refer back to the RIOT by ICEL matrix. In which domain, using what methodology might we find the answer to this assessment question?� Click 4: Possible assessment domains and methodologies are presented. NOTE: These possibilities are not the only correct answers. Participants may suggest other viable assessment domains and methodologies based on the example. Click 5: The answers for this mock validation process are presented. �Here�s what this team found out.� Question posed to participants: �Based on the answers yielded from the assessment procedures, can this hypothesis be validated?� Click 1: Hypothesis is presented and read aloud. Click 2: Prediction statement is presented and read aloud. Question posed to participants: �If this is our prediction statement, then what might our assessment question be? In other words, what do we need to need to find out in order to validate the hypothesis?� Click 3: Assessment question is presented and read aloud. Question posed to participants: �Think about or refer back to the RIOT by ICEL matrix. In which domain, using what methodology might we find the answer to this assessment question?� Click 4: Possible assessment domains and methodologies are presented. NOTE: These possibilities are not the only correct answers. Participants may suggest other viable assessment domains and methodologies based on the example. Click 5: The answers for this mock validation process are presented. �Here�s what this team found out.� Question posed to participants: �Based on the answers yielded from the assessment procedures, can this hypothesis be validated?�

39. Format for Hypothesis Validation Validated?: Click 1: Hypothesis is presented and read aloud. Click 2: Prediction statement is presented and read aloud. Question posed to participants: �If this is our prediction statement, then what might our assessment question be? In other words, what do we need to need to find out in order to validate the hypothesis?� Click 3: Assessment question is presented and read aloud. Question posed to participants: �Think about or refer back to the RIOT by ICEL matrix. In which domain, using what methodology might we find the answer to this assessment question?� Click 4: Possible assessment domains and methodologies are presented. NOTE: These possibilities are not the only correct answers. Participants may suggest other viable assessment domains and methodologies, depending on the example. Click 5: The answers for this mock validation process are presented. �Here�s what this team found out.� Question posed to participants: �Based on the answers yielded from the assessment procedures, can this hypothesis be validated?� Click 1: Hypothesis is presented and read aloud. Click 2: Prediction statement is presented and read aloud. Question posed to participants: �If this is our prediction statement, then what might our assessment question be? In other words, what do we need to need to find out in order to validate the hypothesis?� Click 3: Assessment question is presented and read aloud. Question posed to participants: �Think about or refer back to the RIOT by ICEL matrix. In which domain, using what methodology might we find the answer to this assessment question?� Click 4: Possible assessment domains and methodologies are presented. NOTE: These possibilities are not the only correct answers. Participants may suggest other viable assessment domains and methodologies, depending on the example. Click 5: The answers for this mock validation process are presented. �Here�s what this team found out.� Question posed to participants: �Based on the answers yielded from the assessment procedures, can this hypothesis be validated?�

40. Problem Analysis Practice: Case Study Jill often seems to be off task. She gazes out the window, talks to the other students at her table, and frequently gets out of her seat to sharpen her pencil. Her work is generally accurate in all areas except spelling and written expression. On essays, she makes frequent errors of punctuation, grammar, and capitalization. The replacement behavior identified by her teacher is: Jill will be engaged in activities relevant to her assignments 75% of the time. Read scenario aloud. Read scenario aloud.

41. Problem Analysis Practice Hypothesis: �Jill is unable to remain academically engaged 75% of the time because��.� INSTRUCTION: ________________________________________ Method of Assessment: R I O T Specific Data to be Collected: ___________________________ CURRICULUM: ________________________________________ Method of Assessment: R I O T Specific Data to be Collected: ___________________________ ENVIRONMENT: ________________________________________ Method of Assessment: R I O T Specific Data to be Collected: ___________________________ LEARNER: _____________________________________________ Method of Assessment: R I O T Specific Data to be Collected: ___________________________ Read the hypothesis aloud. Questions posed to participants: �What might a hypothesis in the domain of instruction be?� �What method of assessment could we use to validate?� �What specific data would you collect?� (repeat for the domains of curriculum, environment and learner) NOTE: For the domain of learner, participants often suggest the hypothesis, �Jill is unable to engage because she is ADHD.� When this is suggested it is important to consider the two questions, �is the hypothesis instructionally relevant?� and �is it alterable?� If this is a student with attention deficit disorder, the condition is not something we can alter through educational support. Nor is the existence of the condition going to tell us what and how to teach the student. Therefore, it would be helpful to look at how the existence of the condition is manifesting itself as a skill deficit, either academic or behavioral. Our task then is to determine which components of the instruction, curriculum, or environment should be altered to maximize student learning. *** The following examples are provided to aid the trainer, but ARE NOT TO BE VIEWED AS THE ONLY �CORRECT� ANSWERS FOR THIS EXERCISE: Instruction: �� the mode of instruction is boring.� Method: �I � Interview Jill regarding the instructional sessions� Specific data: �Is Jill disinterested or bored during instruction?� Curriculum: �� the curriculum content is not challenging enough for Jill� Method: �R � Review academic records� Specific data: �Has Jill previously demonstrated mastery of the content?� Observation: �� classroom management is poor and the room chaotic during instruction� Method: �O � Observe in the classroom during instruction� Specific data: �Is the classroom chaotic during instructional sessions?� Learner: �� Jill lacks motivation� Method: �T � Test Jill�s level of engagement using different motivators� Specific data: �Does Jill remain engaged when particular motivators are provided?�  Read the hypothesis aloud. Questions posed to participants: �What might a hypothesis in the domain of instruction be?� �What method of assessment could we use to validate?� �What specific data would you collect?� (repeat for the domains of curriculum, environment and learner) NOTE: For the domain of learner, participants often suggest the hypothesis, �Jill is unable to engage because she is ADHD.� When this is suggested it is important to consider the two questions, �is the hypothesis instructionally relevant?� and �is it alterable?� If this is a student with attention deficit disorder, the condition is not something we can alter through educational support. Nor is the existence of the condition going to tell us what and how to teach the student. Therefore, it would be helpful to look at how the existence of the condition is manifesting itself as a skill deficit, either academic or behavioral. Our task then is to determine which components of the instruction, curriculum, or environment should be altered to maximize student learning. *** The following examples are provided to aid the trainer, but ARE NOT TO BE VIEWED AS THE ONLY �CORRECT� ANSWERS FOR THIS EXERCISE: Instruction: �� the mode of instruction is boring.� Method: �I � Interview Jill regarding the instructional sessions� Specific data: �Is Jill disinterested or bored during instruction?� Curriculum: �� the curriculum content is not challenging enough for Jill� Method: �R � Review academic records� Specific data: �Has Jill previously demonstrated mastery of the content?� Observation: �� classroom management is poor and the room chaotic during instruction� Method: �O � Observe in the classroom during instruction� Specific data: �Is the classroom chaotic during instructional sessions?� Learner: �� Jill lacks motivation� Method: �T � Test Jill�s level of engagement using different motivators� Specific data: �Does Jill remain engaged when particular motivators are provided?�

42. Questions

43. An example of narrowing it down to what we can control For the domain of learner, participants often suggest the hypothesis, �Jill is unable to engage because she is ADHD.� When this is suggested it is important to consider the two questions, �is the hypothesis instructionally relevant?� and �is it alterable?� If this is a student with attention deficit disorder, the condition is not something we can alter through educational support. Nor is the existence of the condition going to tell us what and how to teach the student. Therefore, it would be helpful to look at how the existence of the condition is manifesting itself as a skill deficit, either academic or behavioral. Our task then is to determine which components of the instruction, curriculum, or environment should be altered to maximize student learning.

44. Intervention DesignWhat are we going to do about it?

45. The two most basic teaching decisions are �What do I teach?� and �How do I teach it?� If we do a good job answering those questions, the likelihood of studnt success is enhanced.The two most basic teaching decisions are �What do I teach?� and �How do I teach it?� If we do a good job answering those questions, the likelihood of studnt success is enhanced.

46. Intervention Development Interventions derived from effective problem-solving strategies Research/knowledge used to develop hypotheses. Verified hypotheses lead naturally to interventions Interventions will be evidence-based if hypotheses are evidence-based �Evidence-based� and �Research-based� can generally be distinguished as one having precedence established in the research journal literature � peer-reviewed. �Evidence-based� interventions can be developed through use of a research-based method for solving problems. �Interventions will be evidence-based if hypotheses are evidence-based.� For some problems, there is identifiable knowledge about how to predictably solve those problems. For some problems, we will lack sufficient information about what is needed and when to solve it. PS method involves the testing of assumptions about what is identified as a problem. Using data to link the identified problem and why it is occurring, naturally will lead to what to do to solve the problem. The additional collection of progress monitoring data will either support the intervention developed, or require adjustments to the plan. Note: This is a very different focus on the use of interventions than historically. Might be worthwhile with some teams to emphasize that explicitly. When interventions did not work in the past, focus became more of a problem with the student. With PS/RtI, progress monitoring data can validate discovery and development of the intervention plan. So, if intervention is not working, then it is a focus on a problem with using the PS model to identify the student�s needs, not the student�s disability or brain.�Evidence-based� and �Research-based� can generally be distinguished as one having precedence established in the research journal literature � peer-reviewed. �Evidence-based� interventions can be developed through use of a research-based method for solving problems. �Interventions will be evidence-based if hypotheses are evidence-based.� For some problems, there is identifiable knowledge about how to predictably solve those problems. For some problems, we will lack sufficient information about what is needed and when to solve it. PS method involves the testing of assumptions about what is identified as a problem. Using data to link the identified problem and why it is occurring, naturally will lead to what to do to solve the problem. The additional collection of progress monitoring data will either support the intervention developed, or require adjustments to the plan. Note: This is a very different focus on the use of interventions than historically. Might be worthwhile with some teams to emphasize that explicitly. When interventions did not work in the past, focus became more of a problem with the student. With PS/RtI, progress monitoring data can validate discovery and development of the intervention plan. So, if intervention is not working, then it is a focus on a problem with using the PS model to identify the student�s needs, not the student�s disability or brain.

47. Types of Interventions Skill Deficit Student lacks skills to successfully complete task Performance Deficit Factors interfering with student�s capability of performing the skill Two-basic types of problems with student underachievement: Can�t do, Won�t do. Ask: What should a team do if they are unable to identify which type it is? Assume skill deficit and teach the skill with fidelity and progress monitoring. If problem still exists, then move to motivation-based interventions to encourage/prompt the target behavior(s) to occur. Two-basic types of problems with student underachievement: Can�t do, Won�t do. Ask: What should a team do if they are unable to identify which type it is? Assume skill deficit and teach the skill with fidelity and progress monitoring. If problem still exists, then move to motivation-based interventions to encourage/prompt the target behavior(s) to occur.

48. Intervention Development:Verified Hypotheses H: Only 55% of second grade students are achieving reading fluency benchmark because the curriculum lacks fluency focus. P: If we modify the curriculum to focus on reading fluency, then more students will achieve benchmark. Intervention: Modification of second grade curriculum to include more reading fluency focus Examples to practice If/Then statement of hypothesis testing. Focus on adjustment to curriculum. Among the examples note whether goals may be considered proximal or distal goals. Helps to remind teams that not even the �best� intervention in the world will guarantee success until we use it and see what effect it has. There is no such thing as 100% guarantee. But we can affect probabilities for success if we use PS model with integrity. Examples to practice If/Then statement of hypothesis testing. Focus on adjustment to curriculum. Among the examples note whether goals may be considered proximal or distal goals. Helps to remind teams that not even the �best� intervention in the world will guarantee success until we use it and see what effect it has. There is no such thing as 100% guarantee. But we can affect probabilities for success if we use PS model with integrity.

49. Intervention Development:Verified Hypotheses H: Brandon is unable to stay in his seat because he lacks the self-monitoring skills necessary for self-control P: If we teach Brandon self-monitoring skills, then he will display improved self-control. Intervention: Self-instructional and self-monitoring training More examples, Note focus on instruction.More examples, Note focus on instruction.

50. Intervention Development:Verified Hypotheses H: Ernesto is unable to complete arithmetic seatwork on time because he has not acquired math facts at the automatic level P: If we provide Ernesto with strategies to increase fact fluency, then he will complete work on time. Intervention: Provide Ernesto with strategies to increase fact fluency Provide Ernesto more time until strategies to increase fact fluency have had time to work More examples. InstructionMore examples. Instruction

51. Intervention Development:Verified Hypotheses H: Susanna is unable to comprehend at 5th grade level because she is disfluent in 5th grade reading material. P: If we improve her fluency, then comprehension will improve. Interventions: Limit comprehension expectations to current fluency level Develop hypotheses to explain low rate of fluency Skill deficitSkill deficit

52. Tiers of Intervention I & II This might be an opportunity to talk about the goals of Tier 2. Other opportunities exist later as well to discuss this if short on time. Guide teams to understand link in planning between Tiers 1 and 2. Will the school or district establish decision points to standardize how students are identified for needing Tier 2 services? How do the activities at Tier 2 support the goals of Tier 1 for example? How do we ensure that only a small percentage of students receiving Tier 2 services end up needing more individualized planning and support at Tier 3?This might be an opportunity to talk about the goals of Tier 2. Other opportunities exist later as well to discuss this if short on time. Guide teams to understand link in planning between Tiers 1 and 2. Will the school or district establish decision points to standardize how students are identified for needing Tier 2 services? How do the activities at Tier 2 support the goals of Tier 1 for example? How do we ensure that only a small percentage of students receiving Tier 2 services end up needing more individualized planning and support at Tier 3?

53. Tier I Intervention Tier One- Examining �Universal� Interventions Questions: What percent of students are achieving district benchmarks? Effectiveness of instruction How are these students doing compared to grade level benchmarks? GAP analysis Hypotheses Ho: These students have not had access to an effective learning environment. Ho: These students have not been engaged in an effective learning environment. Hypothesis testing at Tier 1 can simply be about verifying student access and engagement levels during instruction. It also though requires some measure of integrity. The 90-minute reading block as designed by the FLDOE/FCRR has very specific components and features that are needed to be implemented �correctly�. Walk-throughs are a kind of integrity check for such components to ensure that the core is being delivered with highest degree of quality. It�s helpful to remind teams that the gap analysis step in Problem ID at Tier 1 involves percentages of students in comparison to a common goal(s). Understanding the gap can allow for some initial understanding of how much of the resources a school has might be allocated for use purely at Tier 1, or some combination with Tier 2? Will the problem be solved by adjusting the curriculum or instruction for all the students? Will the environmental arrangements and procedures be modified for all students? Are there patterns of student characteristics/demographics/skills, that warrant a purely or predominately Tier 1 focus?Hypothesis testing at Tier 1 can simply be about verifying student access and engagement levels during instruction. It also though requires some measure of integrity. The 90-minute reading block as designed by the FLDOE/FCRR has very specific components and features that are needed to be implemented �correctly�. Walk-throughs are a kind of integrity check for such components to ensure that the core is being delivered with highest degree of quality. It�s helpful to remind teams that the gap analysis step in Problem ID at Tier 1 involves percentages of students in comparison to a common goal(s). Understanding the gap can allow for some initial understanding of how much of the resources a school has might be allocated for use purely at Tier 1, or some combination with Tier 2? Will the problem be solved by adjusting the curriculum or instruction for all the students? Will the environmental arrangements and procedures be modified for all students? Are there patterns of student characteristics/demographics/skills, that warrant a purely or predominately Tier 1 focus?

54. Tier 1 Intervention Consider altering whole group instruction, curriculum materials, instructional routine, independent practice (e.g., literacy/math centers) Breadth of skill focus might vary Group students based on skill data (data come from many sources) Differentiate instruction based on grouping Organize students based on skill performance Higher performing, more students, Lower performing, fewer students Same amount of time, different use of that time Additional options that might be identified as Tier 1 types of interventions. The larger the gap, the more likely we need to make adjustments to core as the priority. Might be worth opening up discussion, if you have time, about what constitutes a Tier 1 intervention. Can teams identify Tier 1 services at their school or modifications made to it over the last couple of years?Additional options that might be identified as Tier 1 types of interventions. The larger the gap, the more likely we need to make adjustments to core as the priority. Might be worth opening up discussion, if you have time, about what constitutes a Tier 1 intervention. Can teams identify Tier 1 services at their school or modifications made to it over the last couple of years?

55. Tier 2 Intervention Tier Two- Examining �Supplemental� Interventions Hypotheses: Ho: Student requires additional time for direct instruction Ho: Focus of the curriculum must narrow Assessment: DIBELS, CBM, district assessments Interventions: Increase AET (90-120-180) e.g., K-3 Academic Support Plan Narrow focus to fewer, barrier skills District Supplemental Curriculum At Tier 2, some common types of hypotheses may be the student needs additional time with the same thing at Tier 1, or something different and supplemental to what is provided at Tier 1. If/Then statements at Problem Analysis step will lead to assessment decisions to measure goal attainment, and suggest interventions focus for plan development. As a idea for transition to the next slide, ask again about the goal of Tier 2 services before moving on.At Tier 2, some common types of hypotheses may be the student needs additional time with the same thing at Tier 1, or something different and supplemental to what is provided at Tier 1. If/Then statements at Problem Analysis step will lead to assessment decisions to measure goal attainment, and suggest interventions focus for plan development. As a idea for transition to the next slide, ask again about the goal of Tier 2 services before moving on.

56. Characteristics of Tier 2 Interventions Available in general education settings Opportunity to increase exposure (academic engaged time) to curriculum Opportunity to narrow focus of the curriculum Sufficient time for interventions to have an effect (10-30 weeks) Often are �standardized� supplemental curriculum protocols � identified through a problem solving process One of the most common questions asked, �How long do I have to do these interventions.� Following the assumptions behind that question often leads to compliance concerns. How do I document that I am doing Tier 2? How long do I have to do them to be in compliance and for moving on to Tier 3, in some respects? Helpful to emphasize relative to each other � there is less importance on what Tier to call it than on making sure the targeted focus and dosage level are matched to the students� needs. Emphasize goal of Tier 2 is to help students increase their skills to work independently at Tier 1 � not a stopping ground for moving on to Tier 3; we don�t have the resources to solve student problems one at a time. (Districts will likely create these decision points for consistency across schools.)One of the most common questions asked, �How long do I have to do these interventions.� Following the assumptions behind that question often leads to compliance concerns. How do I document that I am doing Tier 2? How long do I have to do them to be in compliance and for moving on to Tier 3, in some respects? Helpful to emphasize relative to each other � there is less importance on what Tier to call it than on making sure the targeted focus and dosage level are matched to the students� needs. Emphasize goal of Tier 2 is to help students increase their skills to work independently at Tier 1 � not a stopping ground for moving on to Tier 3; we don�t have the resources to solve student problems one at a time. (Districts will likely create these decision points for consistency across schools.)

57. Tier 2 Intervention First resource is TIME (AET) HOW much more time is needed? Second resource is CURRICULUM WHAT does the student need? Third resource is PERSONNEL WHO & WHERE will it be provided? Standard general adjustments that can be made at Tier 2. In order: Do we merely increase the amount of time with the same C/I/E at Tier 1; Do we supplement the Tier 1 curricula for this group of students? Do we increase the number of people who will be involved in delivering the intervention?Standard general adjustments that can be made at Tier 2. In order: Do we merely increase the amount of time with the same C/I/E at Tier 1; Do we supplement the Tier 1 curricula for this group of students? Do we increase the number of people who will be involved in delivering the intervention?

58. Tier 2: Getting TIME �Free� time--does not require additional personnel Staggering instruction Differentiating instruction Cross grade instruction Skill-based instruction Standard Protocol Grouping Reduced range of �standard� curriculum After-School Home-Based In keeping up with current examples of Tier 2 at the time of your presentation, you might want to talk about current methods in differentiating instruction, staggering school calendars and class schedules, and providing other examples of small group targeted instruction. Helps to remind teams that a lack of fidelity at Tier 1 for a group of students and then providing them more minutes of the same thing is not likely to lead to any success. Time is the most commonly stated barrier for Providing Tier 2 interventions for students. Found it helpful to explore with teams the use of the School/District calendars and school schedules as infrastructure for supporting Tier 2 interventions. But, the calendars, and schedules themselves are not the intervention at Tier 2. Make time available is less about what more we need to do than it is about what do we need to stop doing that is not working or making a significant different to student outcomes. I.e., how are we spending our time currently? Questions about whether or not differentiated instruction of 90 minutes includes Tier 2 interventions, should be addressed at the district level. In keeping up with current examples of Tier 2 at the time of your presentation, you might want to talk about current methods in differentiating instruction, staggering school calendars and class schedules, and providing other examples of small group targeted instruction. Helps to remind teams that a lack of fidelity at Tier 1 for a group of students and then providing them more minutes of the same thing is not likely to lead to any success. Time is the most commonly stated barrier for Providing Tier 2 interventions for students. Found it helpful to explore with teams the use of the School/District calendars and school schedules as infrastructure for supporting Tier 2 interventions. But, the calendars, and schedules themselves are not the intervention at Tier 2. Make time available is less about what more we need to do than it is about what do we need to stop doing that is not working or making a significant different to student outcomes. I.e., how are we spending our time currently? Questions about whether or not differentiated instruction of 90 minutes includes Tier 2 interventions, should be addressed at the district level.

59. Tier 2: Curriculum Standard protocol approach Focus on essential skills Most likely, more EXPOSURE and more FOCUS of core instruction Linked directly to core instruction materials and benchmarks Criterion for effectiveness is �70% of students receiving Tier 2 will reach benchmarks Curriculum variables that might be considered at Tier 2.Curriculum variables that might be considered at Tier 2.

60. Tier 2: Personnel EVERYONE in the building is a potential resource Re-conceptualize who does what Personnel deployed AFTER needs are identified WHERE matters less and less REMEMBER, student performance matters more than labels, locations and staff needs. A school cannot deliver intensive (Tier 3) services to more than �7% of the population How are we supposed to do all these interventions with less people to do it? Will we get more people? Soon? Bottom line � we encourage everyone have a stake in the support of student learning. When and how staff interact with students and instruction may need to flex, changes to assignments may be needed, and or job descriptions may need to broaden. People are a resource, but not necessarily the �intervention�. Assigning a Title 1 teacher to work with a group of students is not necessarily the �intervention� for the students, as opposed to WHAT that Title 1 teacher does with the students.How are we supposed to do all these interventions with less people to do it? Will we get more people? Soon? Bottom line � we encourage everyone have a stake in the support of student learning. When and how staff interact with students and instruction may need to flex, changes to assignments may be needed, and or job descriptions may need to broaden. People are a resource, but not necessarily the �intervention�. Assigning a Title 1 teacher to work with a group of students is not necessarily the �intervention� for the students, as opposed to WHAT that Title 1 teacher does with the students.

61. Principles of Intervention Design Intervention is� Planful- procedures to be applied are specified clearly and completely Environmentally Focused- actions taken modify the environment not the individual Goal Directed- the team writes an ambitious, yet attainable goal statement prior to intervention design Intervention is planful. Through careful thought Problem Solving teams make decisions about what/how to teach. The result should be procedures that are specific and clear. Interventions should be environmentally focused in other words, don�t focus on modifying the individual! Consider dynamics of intervention; it is not only what you teach that makes the difference. Often it is considering the intensity: group size, time frame, frequency of monitoring. An intervention should be goal directed�don�t intervene without a goal that encompasses a targeted behavior, conditions and criteria for success. This goal should be developed prior to intervention design.Intervention is planful. Through careful thought Problem Solving teams make decisions about what/how to teach. The result should be procedures that are specific and clear. Interventions should be environmentally focused in other words, don�t focus on modifying the individual! Consider dynamics of intervention; it is not only what you teach that makes the difference. Often it is considering the intensity: group size, time frame, frequency of monitoring. An intervention should be goal directed�don�t intervene without a goal that encompasses a targeted behavior, conditions and criteria for success. This goal should be developed prior to intervention design.

62. Principles of Intervention Design Intervention should be designed to: Adjust what is being taught and / or how it is taught Summary of the previous slide.Summary of the previous slide.

63. Intervention Plan

64. Components of an Effective Intervention Plan Address: Persons Responsible Skills Targeted Implementation Arrangements Measurement Strategy Decision Making Rule In essence - who, what, when, where Writing an intervention plan in the context of Problem Solving is very different than the brainstormed child study �strategies� that often were unsuccessful. This purposeful plan originates from time spent accurately defining a problem and analyzing why it is occurring. The hypothesis & prediction statement provide a foundation for linking our collected assessment data to well designed intervention. Writing an intervention plan in the context of Problem Solving is very different than the brainstormed child study �strategies� that often were unsuccessful. This purposeful plan originates from time spent accurately defining a problem and analyzing why it is occurring. The hypothesis & prediction statement provide a foundation for linking our collected assessment data to well designed intervention.

65. Designing anIntervention Plan Note : �Implementation Arrangements� is where schools would identify the supports/resources needed to facilitate effective implementation of the plan (i.e., fidelity) . Teams should not forget that interventions, teachers providing interventions, need a support system to provide these increased activities in their classroom.Note : �Implementation Arrangements� is where schools would identify the supports/resources needed to facilitate effective implementation of the plan (i.e., fidelity) . Teams should not forget that interventions, teachers providing interventions, need a support system to provide these increased activities in their classroom.

66. Clarification:Measurement Strategy Record information about: Who is responsible for the on-going collection of data The method of data collection-(ex.:probes/graphs, frequency counts/graphs) The measurement conditions- (ex.: environmental factors are consistent) The monitoring schedule- (ex.: establishing consistent measurement intervals) Review Slide with teams. Note that some of these aspects of a measurement plan may be already stanardized through what infrastructure and data system has been established in the school. Measurement strategies help us to know if intervention plan is working � more comparisons between baseline level of performance and progress monitoring data. Planning the measurement strategy for the intervention plan also requires a �good match�. What assessment(s) will you use and how well does it accurately and reliably measure what you are interested in as a goal. Analogy: Like measuring inches with yards � not sensitive enough to measure small improvements towards goal.Review Slide with teams. Note that some of these aspects of a measurement plan may be already stanardized through what infrastructure and data system has been established in the school. Measurement strategies help us to know if intervention plan is working � more comparisons between baseline level of performance and progress monitoring data. Planning the measurement strategy for the intervention plan also requires a �good match�. What assessment(s) will you use and how well does it accurately and reliably measure what you are interested in as a goal. Analogy: Like measuring inches with yards � not sensitive enough to measure small improvements towards goal.

67. Design an Intervention Plan:Decision-making Plan How do we decide if a plan is or isn�t working? Decisions will be made based on the following: Level of skill Rate of progress Decision rule May be helpful to highlight how education has done pretty good at assessing student data by Level, but using trends and establishing decision rules are less frequently used.May be helpful to highlight how education has done pretty good at assessing student data by Level, but using trends and establishing decision rules are less frequently used.

68. EvaluationHow do we know if it is working?

69. Step 4: EvaluationHow do we know if it is working? A good intervention design has a plan for how to assess if it is working. Evaluation is ongoing during and in between interventions even if it is considered step 4.

70. The key concept here is that decisions are made based upon the response to instruction/interventions. This in an animated slide that depicts; an initial level of performance, the setting of a goal, the drawing of an aim line, the collection of data, the MAKING OF A DECISION TO CHANGE INSTRUCTION, then further data collection and evaluation of those data.The key concept here is that decisions are made based upon the response to instruction/interventions. This in an animated slide that depicts; an initial level of performance, the setting of a goal, the drawing of an aim line, the collection of data, the MAKING OF A DECISION TO CHANGE INSTRUCTION, then further data collection and evaluation of those data.

71. Decision Rules: What is a �Good� Response to Intervention? Positive Response Gap is closing Can extrapolate point at which target student will �come in range� of peers--even if this is long range 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 with no change in rate. Three basic decisions: Schools/districts are encouraged to establish decision rules to guide data-analysis of PM data and make decision-making more efficient during the intervention. That is, decision rules can take much of the questions about �how long� interventions should last out of the picture. Helpful to reiterate rate of progress as opposed to level of progress here.Three basic decisions: Schools/districts are encouraged to establish decision rules to guide data-analysis of PM data and make decision-making more efficient during the intervention. That is, decision rules can take much of the questions about �how long� interventions should last out of the picture. Helpful to reiterate rate of progress as opposed to level of progress here.

72. Walk them through graph � highlighting change in direction for slope of line to visually show the gap closing. What should we do now? Keep going, change, stop?Walk them through graph � highlighting change in direction for slope of line to visually show the gap closing. What should we do now? Keep going, change, stop?

73. Decision Rules: What is a �Good� Response to Intervention? Positive Response Gap is closing Can extrapolate point at which target student will �come in range� of peers--even if this is long range 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 with no change in rate. Review with teams. Note some things do increase student performance compared to baseline levels, but not enough to effectively start closing the gap between where they are and the goal/aim line.Review with teams. Note some things do increase student performance compared to baseline levels, but not enough to effectively start closing the gap between where they are and the goal/aim line.

74. Walk them through graph.Walk them through graph.

75. Decision Rules: What is a �Good� Response to Intervention? Positive Response Gap is closing Can extrapolate point at which target student will �come in range� of peers--even if this is long range 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 with no change in rate. Review. Perhaps remind teams of a visually they saw in earlier trainings depicting with smiley faces the change in process for intervening. When we find a poor response, it wouldn�t make sense to �move forward� in the process towards eligibility. A standard way of dealing with data that reflects a poor response to have ready a checklist of �safe-guards� for trusting the data. Documentation of what was implemented and by when Documentation of the supports provided in detail and over time Evidence that assessments used to measure progress were administered accurately and ideal settings. Question: does this data indicate something wrong with our plan and it�s use, or is this a reflection of the student�s response? If integrity of plan is established, then in-depth PS is needed to modify it. Might want to remind folks that at Tier 2, we would want to evaluate the group % who are closing the gap before we start analyzing individual students.Review. Perhaps remind teams of a visually they saw in earlier trainings depicting with smiley faces the change in process for intervening. When we find a poor response, it wouldn�t make sense to �move forward� in the process towards eligibility. A standard way of dealing with data that reflects a poor response to have ready a checklist of �safe-guards� for trusting the data. Documentation of what was implemented and by when Documentation of the supports provided in detail and over time Evidence that assessments used to measure progress were administered accurately and ideal settings. Question: does this data indicate something wrong with our plan and it�s use, or is this a reflection of the student�s response? If integrity of plan is established, then in-depth PS is needed to modify it. Might want to remind folks that at Tier 2, we would want to evaluate the group % who are closing the gap before we start analyzing individual students.

76. Walk teams through graph.Walk teams through graph.

77. Walk teams through graphWalk teams through graph

78. DecisionsWhat to do if RtI is: Positive Continue intervention with current goal Continue intervention with goal increased Fade intervention to determine if student(s) have acquired functional independence.

79. DecisionsWhat to do if RtI is: Questionable Was intervention implemented as intended? If no - employ strategies to increase implementation integrity If yes - Increase intensity of current intervention for a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving.

80. DecisionsWhat to do if RtI is: Poor Was intervention implemented as intended? If no - employ strategies in increase implementation integrity If yes - Is intervention aligned with the verified hypothesis? (Intervention Design) Are there other hypotheses to consider? (Problem Analysis) Was the problem identified correctly? (Problem Identification)

81. Fidelity 101 Intervention Integrity, Support, & Documentation Some districts prefer the term �fidelity�. May want to adjust slides specific to terms used in your district. Some feel more relaxed to talk about intervention integrity after a discussion about what it is NOT (e.g., judgment of a teacher�s competence or a way of punishing people or evaluating people). Helps to ask teams to discuss or share out why it would be important to know if the students� actually got what we planned when we sit down to look at their PM data.Some districts prefer the term �fidelity�. May want to adjust slides specific to terms used in your district. Some feel more relaxed to talk about intervention integrity after a discussion about what it is NOT (e.g., judgment of a teacher�s competence or a way of punishing people or evaluating people). Helps to ask teams to discuss or share out why it would be important to know if the students� actually got what we planned when we sit down to look at their PM data.

82. Problem-Solving and Treatment Fidelity Response to Intervention is based on the actuality of interventions (Tier 1,2,3) delivered as intended We CANNOT do RtI if the intervention was not implemented or was implemented poorly Therefore, intervention integrity must be ensured and documented if we are to use RtI It will become part and parcel of the procedural safeguard process for students with disabilities. Review and include comments made by team members from previous slide about importance of knowing what students get.Review and include comments made by team members from previous slide about importance of knowing what students get.

83. Problem-Solving and Treatment Fidelity Strategies that improve fidelity Follow-up by a consultant/support staff Presentation of student data illustrating response to intervention Review of intervention implementation plans Frequency � range from daily to weekly initially (Noell, Witt, Slider, Connell, Gatti, Williams, Keonig, Resetar, & Duhon, in press) Review strategies.Review strategies.

84. Problem-Solving and Treatment Fidelity Teacher responsiveness to implementing interventions Understands the �need� for intervention Perceives self as possessing skills to implement OR has the social support to implement while acquiring skills (Bev Showers and colleagues) Measurement fidelity becomes weakest when we use a self-report method within a culture or climate where staff are inhibited, either real or perceived, from communicating what is not working. If the interventionist (not always the teacher) is involved in the planning and potential threats to it�s implementation are reviewed openly from the beginning, then fidelity becomes less of a concern.Measurement fidelity becomes weakest when we use a self-report method within a culture or climate where staff are inhibited, either real or perceived, from communicating what is not working. If the interventionist (not always the teacher) is involved in the planning and potential threats to it�s implementation are reviewed openly from the beginning, then fidelity becomes less of a concern.

85. Based on the research, the following intervention protocol should be considered: Ensure that teacher/parent understands need Evaluate skill of parent/teacher and determine level of support Delineate intervention in stepwise fashion Create implementation schedule for intervention Time of day, times per day, etc. Create intervention support/fidelity schedule Problem-Solving and Treatment Fidelity

86. IF YOU CANNOT CREATE A SUPPORT SCHEDULE DO NOT DO INTERVENTION UNTIL ONE CAN BE ESTABLISHED It is critical that building administrators understand that the support schedule is as or more important than the intervention schedule Problem-Solving and Treatment Fidelity It�s powerful with some audiences to say the first bullet verbatim. It is interesting to explore the implications for how schools develop and implement interventions, either in the future or in the past. The infrastructures needed to allow for support planning are in the hands of the building administrators. Also, what is the role of the district?It�s powerful with some audiences to say the first bullet verbatim. It is interesting to explore the implications for how schools develop and implement interventions, either in the future or in the past. The infrastructures needed to allow for support planning are in the hands of the building administrators. Also, what is the role of the district?

87. Handout to be provided � ask teams to take out and walk them through the content. This is an example of one way to measure the quantity, or �dosage� level of an intervention through a self-report approach.Handout to be provided � ask teams to take out and walk them through the content. This is an example of one way to measure the quantity, or �dosage� level of an intervention through a self-report approach.

88. What to Know Before You Start

90. Beliefs RTI IS: A process designed to maximize student achievement Focused on outcomes About student progress RTI IS NOT: A way to avoid special education placement A hoop to jump through to ensure Sp. Ed. placement

91. Advice Just because the LD rule changes this summer does not mean the stages of implementation can be skipped. Year one of the state plan focuses on Tier one changes, consensus, and infrastructure. Year one cannot be skipped and replaced with year two because of eligibility concerns or RTI will not work.

92. Florida Rules Rule 6A-6.0331 (cont.) The interventions selected for implementation should be developed through a process that uses student performance data to, among other things, identify and analyze the area of concern, select and implement interventions, and monitor the effectiveness of the interventions. Bold indicates the four steps of problem solving as necessary prior to the consideration of eligibility for ANY exceptional education program. This is an extremely important piece of Florida education rule.Bold indicates the four steps of problem solving as necessary prior to the consideration of eligibility for ANY exceptional education program. This is an extremely important piece of Florida education rule.

93. What Will Implementation Look Like at Your School?

94. Year One:What Needs to be Developed? Infrastructure Training and Consensus Resources Roles

95. Year One: Infrastructure A. Meeting Time- Build meeting times for-Grade Level Data (Tier 1) Kid Talk (Tier 2) Parent/CST type (Tier 3) B. Personnel- identify school staff available for tier 2/3 interventions (ESE, title 1 teachers, tutors, art, computer) arrange schedules to accommodate. build the team that will be utilized for each type of meeting. �

96. Year One: Infrastructure continued� C. Schedule- Restructure for school wide or grade wide intervention times. D. Facilities- identify where each type of meeting will take place. identify potential rooms where tier 2/3 interventions can take place. �

97. Year One: Training and Consensus A. Train Key Stakeholders or Intervention Specialists on RTI globally. (Exp. Administration, Guidance, Reading/Math Coaches) � B. Train ESE teachers, Tutors, Grade Chairs.

98. Year One: Training and Consensus cont� C. Train staff in differentiation during grade level data meetings when necessary to improve tier 1. D. Train teachers how to use A3 to look at tiers, students, and input RTI.

99. Year One: Resources Help support research of interventions for Administration, Guidance, Grade Chairs, teachers who ask, beginning teachers. Be a support of interventions for grade levels.

100. Stage One Debrief If stage one implementation was successful you should visiblly see� The PS/RTI method used at each grade level meeting to assess tier one health. Specific data used at each meeting. Master schedules will prioritize RTI and minimize all meetings that do not directly effect student achievement. Differentiated Instruction across all subject areas, including Guided Math and Writing. Improvement in subgroups toward AYP. Do not move on if this is not the case! Rethink and reteach

101. PS/RTI Team Roles *RTI Facilitator *Literacy/Math Coaches *Guidance Counselors *Administrators *ESE/ESOL Experts *School Psychologist

102. RTI Problem Solving Team- Should include an RTI Facilitator, Principal and Assistant Principal, Literacy Coach, Math Expert, Guidance Counselor, an ESE or ESOL expert, and the School Psychologist. This is a minimum requirement. Teachers who show exemplary skills in targeted areas should be included. (For example, writing teachers, those who excel with differentiation, and experts at managing certain behavioral components)

103. RTI Facilitator Must be at every meeting until other facilitators are trained identically Leads meetings according to a narrowed objective and keeps conversation centered on the problem solving method and what can be controlled. Uses a timer and takes notes of items and questions that need to be addressed outside of the protected time of the meeting. The facilitator prepares staff in advance with a defined narrowed objective to include one academic focus. The members of the PS/RTI Team that attend the meeting depend on the focus. (Exp. math versus reading expert) The facilitator defines the type of data teachers should bring in conjunction with the focus. � *Suggested RTI facilitators for year one would be district RTI facilitators, Guidance Counselors or Administrators.

104. Literacy/Math Coaches Should be able to... 1. help teachers understand data 2. be a source for additional assessment/diagnostic data 3. suggest scientifically based interventions 4. model how to do the intervention with identified students 5. be a support to teachers if they are having trouble making the intervention work within their day **Literacy/Math Coaches are not allowed to perform the interventions outside of modeling for professional development.

105. Guidance Counselors Due to changes in the LD rule, Guidance Counselors will eventually become very pivotal for RTI implementation. Since this is the case, I suggest Guidance Counselors become familiar with facilitating RTI according to the Problem Solving Method so that documentation and fidelity remain consistent once district facilitators leave. Guidance Counselors will be instrumental in making sure records follow students from grade level to grade level so that RTI processes do not start over each year but continue on. Once guidance is trained in RTI they will be the best asset as a school point person for RTI.

106. Administrators At least one administrator should be at each meeting during year one because many issues are tier one related, and consensus will depend on perceived administration buy-in. The role can be facilitative, trouble-shooting, listening, or collaborative. �Administrators are essential for building infrastructure at the building level.

107. ESE/ESOL Experts ESE and ESOL strategies are Best Practices that should be used for most students. If experts in these strategies are available to provide intervention help for tier 1 and 2, more students will receive strategies that are good for all.

108. School Psychologist The role of School Psychologists is changing. During year one, under the dual model, time constraints will be difficult. As often as School Psychologists can attend they should. School Psychologists should be involved in helping teachers know the difference between interventions and accommodations. They should also be available for PBS concerns. �

109. Holding Meetings in the Real World Fitting it all in

110. How to facilitate time efficient and effective meetings Use a timer Set a narrowed objective Don�t solve the tier one and two problems one student at a time. Stick to the Problem Solving Steps Have all the right people at the table �

111. Saving Time: A Narrow Objective Set a narrow objective. You can do this in two ways� � 1. List the specific children to be talked about. Make sure the concerns are of a similar type. (Exp. Decoding) �Or 2. Tell the grade level to bring a certain set of data. For example, bring all kids below level on initial phoneme deletion on FAIR.

112. Saving Time: Problem ID Problem ID: Make a decision whether you are addressing the target issue as a tier one or two problem. This decision is based the selected data. � If it is 1-5 students below level per class, address as a tier 2 small group problem solving process/intervention. � Or If it is more than 5 students per class, address the problem as a tier 1 problem solving/intervention process.

113. Saving Time: Problem Solving Steps No matter whether you are addressing whole school, grade level, classroom, or student problems follow the problem solving method to avoid having to redo steps.

114. Clues to avoid stalling in each stage Problem ID- Discuss all possible causes that you have control over. Do not waste time talking about something you can�t change Problem Analysis- make sure you have data to determine the main issue. This is the stage where you decide which problem is the root cause. *For example, Is the student off task to avoid reading because they have a reading issue? This is not a behavior problem it is a reading problem. Or is the child off task and therefore falling behind in reading? This is a behavior problem.

115. Clues to avoid stalling cont� Intervention Design -Make sure you select a scientifically based intervention not an accommodation. School Psychologists should help in this stage. Evaluation- Make sure you select an intervention and progress monitoring tool that specifically matches the problem. Leave the meeting having selected the progress monitoring tool and the schedule for assessment.

116. Stage Two Implementation DO NOT begin stage two with Kid Talk if� 1. Teachers are not used to grade level meetings where data is used to address the needs of their whole class for intervention design. 2. If Key Stakeholders are not fully trained on the State Plan for Problem Solving Implementation.

117. Stage Two Implementation: Infrastructure Meeting Time- Once meetings times are built and purposes defined, model/facilitate the RTI problem solving method in tier 1, 2, 3 meetings. � B. Build Team that will lead kid talk meetings. Scaffold kid talk meetings until RTI team is independent.

118. Stage Two Implementation: Infrastructure cont� C. Personnel-expand service personnel D. Schedule- expand restructuring of activities and blocks to maximize available time and personnel.

119. Stage Two Implementation: Training/Consensus A. Train RTI problem solving team on Problem solving model and leading/facilitating kid talk meetings. � B. Train those who will provide the interventions on the specific interventions they will provide.

120. Stage Two Implementation: Training/Consensus cont� C. Train grade levels on RTI problem solving model and tier one versus tier two interventions. D. Continue differentiated instruction training as needed.

121. Stage Two Implementation: Resources A. Expand RTI collaboration on appropriate interventions with Literacy/Math coaches, School Psychologists, and Guidance Counselors.

122. Stage Two Debrief If stage two implementation was successful you should be able to visibly see� PS/RTI as the way data and grade level meetings are done. Teachers should be naturally thinking of problems through the filter of whole grade, classroom, group, and then student centered. Grade levels who have consensus with the PS/RTI model will begin to see improvements in tougher to reach student groups. * Do not move on if this is not the case! Rethink and reteach.