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Goose Creek CISD

Goose Creek CISD. Response to Intervention Training Part I. The Basics of RtI. Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist Educational Consultant. RtI Non-Negotiables. Foundations Federal Law (NCLB, IDEA 2004) State Rules and Regulations Case Law Format

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Goose Creek CISD

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  1. Goose Creek CISD Response to Intervention Training Part I

  2. The Basics of RtI Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist Educational Consultant

  3. RtI Non-Negotiables • Foundations • Federal Law (NCLB, IDEA 2004) • State Rules and Regulations • Case Law • Format • District Problem Solving Philosophy (Tied to Mission Statement) • Campus Plans • Fidelity • Process implementation • Assessment Integrity

  4. From NCLB: “…holding schools, local education agencies, and States accountable for improving the academic achievement of all students…” and “…promoting schoolwide reform and ensuring the access of all children to effective, scientifically-based instructional strategies…” [PL 107-110 §1001(4) and (9)] From IDEA: “…to improve the academic achievement and functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible.” [20 U.S.C. 1400(c)(5)(E)]

  5. Problem Solving including RtI Bigger Picture: Why RtI? Previous Policy: Process-Driven; Outcomes Lacking Current Policy: Outcomes-Driven; All Students Future Experience: Full Implementation Problem Solving Model for and with Data-Based Decision Making & uses 3-Tier Model Scientifically-Based Interventions Scientifically-Based Data Systems

  6. Successful District RtI Plan • Led by General Education, Supported by Special Education • Infrastructure for a 3-Tiered Model • Problem-Solving Model Implemented with Integrity • Effective Collection and Use of Data • Decision Rules for Intervention Evaluation and Eligibility Determination • Technology to Manage and Document Data-Based Decision Making • Improved Academic and Behavior Outcomes for All Students

  7. RTI Key Practices • Using research-based, scientifically validated interventions/instruction • Monitoring student progress to inform instruction • Making decisions based on data • Using assessments for: (1) universal screening; (2) progress monitoring; and (3) diagnostics

  8. RtI: Problem Solving Assessment Interventions Student Instructional Level Supplemental Interventions 120 min per week additional Progress Monitoring Diagnostics 5% Progress Monitoring Diagnostics Student Instructional Level Supplemental Interventions 90 min per week additional 15% Universal Screening Progress Monitoring Grade Level Instruction/ Support 80%

  9. Tier 1: Core Instruction /Universal Interventions • Universal Screening: Academic • Continuous progress monitoring of grade level success

  10. Show Me the Data! Remember if it is not documented . . . Then IT DID NOT HAPPEN!

  11. Data Analysis Teaming • Review prepared data sets • Identify current performance of grade level • Set measurable goal(s) • Identify research‐based instructional strategies • Analyze suggested strategies • Select and agree to implement strategies • Plan logistics of strategy implementation

  12. Tier 2: Targeted Interventions • Rubric for decision making: decision rules, aim-line /goals, guidelines for increasing /decreasing support or changing intervention. • Focused continuous progress monitoring that increases with intensity of instruction and intervention

  13. Strategic Interventions • Must meet NCLB standards • Interventions linked to the student instructional level • Intervention “links” to the problem definition • Training for use

  14. Data Documentation: Tier 2 • Updated Tier 1 documentation • Baseline data (instructional level) • Aim Line or Goal • Intervention selected (research-based) • Progress monitoring data ( Slope of Improvement) • Comparison with evidenced based norms • Interventions/Fidelity • Observations

  15. Tier 3: Intensive Interventions • Rubric for decision making: decision rules, aim-line /goals, guidelines for increasing /decreasing support or changing intervention. • Focused continuous progress monitoring that increases with intensity of instruction and intervention • Pattern of inadequate responses may lead to refer for Section 504 or Special Education

  16. Data Documentation: Tier 3 • Updated Tier 1 documentation • Updated Universal Screening • Updated Benchmarks • Slope of Improvement • Interventions/ Fidelity Documentation • Observations

  17. Problem Solving Process

  18. RtI Critical Questions • What exactly do we expect all students to learn? • How will we know if they’ve learned it? • How will we respond when some students don’t learn it? • How will we respond when some students have already learned?

  19. Connections • What exactly do we expect all students to learn? • How will we know if they’ve learned it? • How will we respond when some students don’t learn it? • How will we respond when some students have already learned? • Core program • Standards • Alignment Documents

  20. Connections • What exactly do we expect all students to learn? • How will we know if they’ve learned it? • How will we respond when some students don’t learn it? • How will we respond when some students have already learned? • Progress monitoring • Universal screener • In program assessments

  21. Connections • What exactly do we expect all students to learn? • How will we know if they’ve learned it? • How will we respond when some students don’t learn it? • How will we respond when some students have already learned? • Interventions • Decision rules • Protocol

  22. Connections • What exactly do we expect all students to learn? • How will we know if they’ve learned it? • How will we respond when some students don’t learn it? • How will we respond when some students have already learned? • Decision rules • Protocol

  23. Essential Component of RtI: Problem-Solving Method What is the problem? Why is it happening? Did it work? What should be done about it?

  24. Problem-Solving Process • Identify and analyze the problem (including collection of baseline data) • Generate a hypotheses and possible intervention strategies • Implement an intervention plan with data collection • Analyze the data and reviewing/ revising interventions as needed

  25. Team Data Analysis • Review prepared data sets (Referral) Consultation / Case Facilitation • Scheduled meeting and attendance • Evidence of linking problem identification to intervention

  26. Team Data Analysis • Evidence of analysis of data • current performance of grade level • baseline reference • measurable goal(s) • research based instructional strategies • analysis suggested strategies • logistics of strategy implementation (Who, What, When, Where)

  27. Assessment of Learning Outcome Measurement • Provides data about what has been accomplished over a period of time • Provides broader information about programs and student learning Screening • Predicts which students are likely to experience difficulty • Identifies students who are at-risk and in need of further diagnostic assessment RIDE PreK-12 Literacy Policy December 2005

  28. Assessment for Learning Progress Monitoring • Informs the teacher about a student’s progress • Determines if the student is making progress • Provides timely measures to inform instruction Diagnostic Measurement • Provides more precise and in-depth analysis of a student’s strengths and weaknesses • Determines more specifically problematic areas for the student RIDE PreK-12 Literacy Policy December 2005

  29. Team Process: The Basics • Maintain confidentiality. • Hold meetings in a timely manner • Display agenda during meeting • Set clear time limits. • Access and use auxiliary personnel and • other appropriate resources. • Have members that represent a variety • of experience and expertise: knowledge • of classroom management, curriculum • and instruction, and student motivation.

  30. Deciphering Intervention Plan Intensity

  31. Legal “Minefields” of RtI Data • Defining an intervention process (consistency) • Documenting access to instruction • Interpreting data • Communication and consensus • Aligning data to tell the student’s learning story • Too broad or too narrow focus on data

  32. Tip #1 Know your District’s RtI Rubric (Expectations)

  33. Tip # 2: Know Your Assessments

  34. Tip #3: Know Your Instruction

  35. Lessons Learned • Staff Awareness of confirmatory bias • Consistency in decision making • Most common Interpretation errors

  36. What is Important to Educators? • A process that does not add to their current job expectations • Assessment and Documentation that is user-friendly and understandable • No Need for Additional Staff • Meets requirements of IDEA, NCLB, and OCR

  37. Questions

  38. Andrea Ogonosky www.facebook.com/pages/Academic-BehaviorInterventions/184751798229934

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