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RtI: What’s Next?. The December Series, 2009 Elgin School District U-46 Carla Cumblad, RtI Coordinator Emily Epstein, RtI Coach Lisa Hartz, RtI Coach. How is it going so far?. Let’s revisit the vision…. As a district, where do we want to be in the next years?.

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RtI: What’s Next?

The December Series, 2009

Elgin School District U-46

Carla Cumblad, RtI Coordinator

Emily Epstein, RtI Coach

Lisa Hartz, RtI Coach




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As a district, where do we want to be in the next years?

Students are engaged in learning from high quality instruction in every classroom in the district.


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As a district, where do we want to be in the next years?

Students are achieving or exceeding high expectations and mastering key concepts that will prepare them for a successful post-high school experience.


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As a district, where do we want to be in the next years?

All staff, from classroom teachers to district-level staff, engage in frequent, collaborative, purposeful meetings where the improved performance of students is our ultimate goal.


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As a district, where do we want to be in the next years?

Instructional resources will be designed and allocated so that students will receive effective instruction and interventions, monitored frequently in order to meet acceleration goals.


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MANAGING COMPLEX CHANGE

Vision

Skills

Incentives

Resources

Action

Plan

+

+

+

=

+

Change

Confusion

+

Skills

Incentives

Resources

Action

Plan

+

+

=

+

Vision

+

Incentives

+

Resources

Action

Plan

=

Anxiety

+

Vision

Skills

+

Resources

Action

Plan

=

Resistance

+

+

+

Vision

Skills

Incentives

Action

Plan

Action Plan

+

+

=

Frustration

Vision

Skills

Incentives

Resources

=

Treadmill

+

+

+

from Knoster, T.


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RtI—Key Components

  • Improving outcomes for all students

  • Multi-tiered system of supports

  • Examining progress at regular intervals

  • Research-based instruction

  • Research-based interventions

  • Early intervention/prevention

  • Educational teams

  • Parental involvement


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Who Does the Work?

Building Leadership Team

Increase Time and Intensity


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Building Leadership Team

  • Reflects and monitors the overall implementation of RtI in the building

  • All 3 Tiers, both behavior and academics

  • Problem-solves issues that need resolution

  • Represents the staff in the building

  • Communicates with the staff and district

  • Includes parents, administrators, and representatives of all staff groups/teams

  • Facilitated by the building administrator


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Team Constellation: A Vision

Grade/Dept

Intervention Team

Grade/Dept

Special Services

Grade/Dept

Building

Leadership

Team/

SIP Team

Parent Team

Grade/Dept

PBIS Universal

Grade/Dept

PBIS Secondary,Tertiary

Grade/Dept

School Department

Grade/Dept


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Who Does the Work?

Tier

Three

Tier Two

Increase Time and Intensity

  • Tier One

  • Grade Level Teams

  • Department Teams

  • Professional Learning

  • Communities

  • Data Teams


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Who Does the Work?

Tier Two/Tier Three

Intervention Teams

Increase Time and Intensity

Tier One

Grade Level or Department Teams


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What to do with the paper?

  • All information with a student name that is shared is considered to be student records.

  • Must be kept in a confidential file system.

  • Must be in files that cannot be seen by others.

  • Must be linked to the student’s cumulative record, but should not be stored in it.

  • Staff should know how to find these records.


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What’s Next?

Regarding Teams:

  • We will review all the information from all the buildings as they create or maintain their teams.

  • The district will consider how to support teams as they continue to work together on behalf of children.


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AIMSWEB

What is it?

RtI Department, District U-46




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Examining Student Progress at Regular Intervals

Frequent

Progress

Monitoring of

Interventions

Tier

Three

Tier Two

Screening

2-3 X per year

All Students

Increase Time and Intensity

Tier One


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Examining Student Progress at Regular Intervals,akaProgress Monitoring

  • “A scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction”

  • “The ongoing process of collecting and analyzing data to determine student progress toward specific skills on the IEP… or general outcomes as compared to grade-level norms and benchmarks”.

  • “A set of techniques for assessing student progress on a regular and frequent basis”





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Progress Monitoring andCurriculum-Based Measurement (CBM)

Definition: CBMare short fluency probes that measure key skills that are representative of and related to important global outcomes

  • General Outcome Measure

  • CBMwas initially developed more than 20 years ago by Stanley Deno and others at the University of Minnesota Institute for Research on Learning Disabilitiesto develop a reliable and valid measurement system for evaluating basic skills growth

  • CBM is endorsed by the United States Department of Education as a method for assessing student progress.

  • Because CBM probes are quick to administer and simple to score, they can be given frequently to provide continuous progress data


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Advantages of CBM

  • Reliable and valid indicator of student achievement

  • Simple, efficient, and of short duration to facilitate frequent administration by teachers

  • Provides assessment information that helps teachers plan better instruction

  • Sensitive to improvement of students’ achievement over time

  • Easily understood by teachers and parents

  • Improves achievement when used to monitor progress


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Medicine measures height, weight, temperature, and/or blood pressure.

Department of Labor measures the Consumer Price Index.

Wall Street measures the Dow-Jones Industrial Average.

Companies report earnings per share.

McDonald’s® measures how many hamburgers they sell.

General Outcome Measures (GOM) from other fields


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Progress Monitoring Systems

  • STAR (Renaissance Learning, Inc.)

  • STEEP (System to Enhance Educational Performance)

  • Yearly Progress Pro (CTB- McGraw/Hill)

  • EasyCBM (University of Oregon)

  • As a pilot, the district is looking at the AIMSweb® system


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What is AIMSweb®?

  • AIMSweb®:

    • is a scientifically based, formative assessment system that 'informs' the teaching and learning process

    • provides continuous student performance data and reports improvement to parents, teachers, and administrators

    • uses Curriculum Based Measurement (CBM)

    • enablesevidence-based evaluation and data-driven instruction.

  • The AIMSweb® System includes:

    • Web-based data management charting and reporting software

    • CBM testing materials (varies by product choice)

    • Training materials and user guides

    • Support: phone, email, message board, and software help

    • Data Services (import/export of data)

    • Testing and training materials provided via download in PDF format.


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Measures Currently Available via AIMSweb®:

  • Early Literacy- English and Spanish

    [K-1 benchmark, Progress Monitor (PM) any age]

    • Letter Naming Fluency

    • Letter sound fluency

    • Phonemic Segmentation Fluency

    • Nonsense Word Fluency

  • Early Numeracy (K-1 benchmark, PM any age)

    • Oral Counting

    • Number identification

    • Quantity discrimination

    • Missing number

  • Oral Reading (K-8, PM any age)- English and Spanish

  • MAZE (Reading comprehension); (1-8, PM any age)

  • Math Computation (1-6, PM any age)

  • Math Concepts and Applications (2-8, PM any age)

  • Math Facts (PM any age)

  • Spelling (1-8, PM any age)

  • Written Expression (1-8, PM any age)

All students in an academic curriculum are “benchmarked” three times per year across any/all of these assessment areas.


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Easy Score Entry

Once data are collected, it is easily entered into AIMSweb®’s web-based software.

Simply type in the scores! (pictured at left)

Dozens of reports are then instantly available.

(Estimated time: 3-5 minutes.)

(All identifying information and scores are fictitious.)


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Tier 2: Schools May Strategic Monitor Monthly for students at Mild to Moderate Risk

(All identifying information and scores are fictitious.)


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Tier 3:Intensive assessment with adjustable frequency that matches need

3

(All identifying information and scores are fictitious.)


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Tier 3: Student Report

  • Once Data are Entered, a Graph is Updated Automatically, with:

    • Trend Line

    • Calculation of Rate of Progress

    • Interpretation of Progress


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Tier 1:Screening3x per year

Tier 2:1x per month for select studentsat risk for educational difficulties Tier 3:Intensive assessment with adjustable frequency that matches need

(All identifying information and scores are fictitious.)



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Compare Sub-group Trends:

  • Measure growth of:

  • General Education

  • Title 1

  • Special Education

  • ELL/ESL

  • Meal Status groups

  • Compare with your custom-set targets

  • View weekly growth rates by group type


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What’s Next for Progress Monitoring?

  • Continue to use existing and classroom information for progress monitoring

  • Try to monitor frequently

  • Try to use a comparison sample or student

  • Complete the AIMSWeb discussion questions and return by December 11. This information will be used to make district decisions.

  • Continue to work with coaches for different progress monitoring ideas

  • Early next year, we’re hoping to provide general progress monitoring training


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Interventions

Where does this fit into RtI?


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Interventions

Research or Evidence-Based

Methods or

materials that

are effective,

either in practice

or in research

studies

5%

Tier

Three

10-15%

Tier Two

80-85%

IncreaseTime and Intensity

Tier One

All Learners


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InterventionsWhat is an intervention?

An intervention is a specific skill-building strategy implemented and monitored to improve a targeted skill and achieve adequate progress in a specific area.


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Interventions

An intervention is not:

An accommodation (ex: preferred seating, a visual timer, copy of notes)

A modification (ex: fewer questions on a test)


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The heart of any Response-to-Intervention (RTI) model lies in the use of tiered instructional processes.

The intervention occurs as a function of the outcomes of the assessments.

The intervention delivered to students varies on several dimensions that are related to the nature and severity of the student's difficulties.

Interventions

Key Points


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Intervention in the use of tiered instructional processes.IntensityMore Powerful intervention involves:

More intervention time

Smaller intervention groups

More precisely targeted at right level

Clearer and more detailed explanations

More systematic instructional sequences

More extensive opportunities for guided practice

More opportunities for error correction and feedback

More highly trained teachers


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Interventions in the use of tiered instructional processes.Student NeedWho needs interventions?

  • List students for whom the core instruction is not sufficient (significantly exceeding or less than proficient).

  • Group students with similar instructional needs

  • Select interventions matched to student needs

  • When selecting materials, start by looking for:

    Research-Validated materials where the practices and materials are backed by research.

    Research-Based practices where the practices have been researched, but the specific materials may not have been

    Evidence Based materials that are designed based on elements of effective instruction.


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Interventions in the use of tiered instructional processes.Effective Scheduling

An effective schedule allows for:

  • An uninterrupted period of time for intervention

  • Specific times when interventions will be provided.

  • Intensity of time (ex: multiple times per week, 30 – 60 minutes per intervention)

  • The most efficient use of instructional support staff to help provide intensive interventions


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Interventions in the use of tiered instructional processes.

Time

Finding time --may not require additional personnel

  • Staggering instruction

  • Differentiating instruction

  • Cross grade instruction

  • Skill-based instruction

  • Sometimes it does involve additional personnel as well…


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Interventions in the use of tiered instructional processes.

Personnel

Who will provide the intervention?

Think about the strengths of the staff when

determining who will deliver instruction.

If not possible, put your most qualified staff with the neediest students.

If not possible, make sure that those who are delivering interventions are well-trained.


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Interventions in the use of tiered instructional processes.

Personnel

Who will provide the intervention?

  • EVERYONE in the building is a potential resource:

  • Gen ed teachers

  • Special ed teachers

  • Music, Art, PE teachers

  • Librarians, tech teachers

  • Social workers, psychologists, SLP

  • Principals, associates

  • Parents


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Interventions in the use of tiered instructional processes.

Personnel

Who will provide the intervention?

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.


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Interventions in the use of tiered instructional processes.Who creates intervention plan?

The Intervention Team creates the plan

The Intervention Team reviews the plan

The plan is reviewed every 4 – 6 weeks


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What process do teams use? in the use of tiered instructional processes.

Problem Identification

Is there a problem? What is it?

Problem Analysis

Why is it happening?

Plan Evaluation

Did our plan work?

Plan Development

What shall we do about it?


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Interventions in the use of tiered instructional processes.How do you know if it’s effective?

Progress monitor the students

Classroom information can be used

Generally displayed in graphic form (table or graphs)

Student data will indicate if the intervention is working.


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Interventions in the use of tiered instructional processes.

If the student is not making progress consider if:

the intervention is being implemented as planned (implementation integrity)

the intervention is the correct match to the student’s instructional needs

the intervention needs to be more intensive.


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Interventions in the use of tiered instructional processes.

If the student is making progress consider:

keeping groups flexible and move students to less intensive instruction as appropriate


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Intervention in the use of tiered instructional processes.What documentation is necessary?

Tier 2: Group Intervention Planning Form

Tier 3: Intensive Intervention Plan


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Data Decision Rules in the use of tiered instructional processes.

  • Compare Trendline to Aimline

    • Trendline > Aimline

Aimline > Trendline


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Data Decision Rules in the use of tiered instructional processes.

  • 3 Points Above the Aimline

    • IF 3 Data Points are Consistent AND Above the Aimline


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Data Decision Rules in the use of tiered instructional processes.

  • 3 Points Below the Aimline

    • IF 3 Data Points are Consistent AND Significantly Lower than the Aimline


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Intervention Needs Assessment in the use of tiered instructional processes.


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What’s next interventions? in the use of tiered instructional processes.

  • Try the DRAFT agenda and forms

  • Keep working together and experiment with each team’s purpose

  • If you currently have forms and a process, continue its use and provide us with your impressions for how well it’s working at the end of the year.

  • Take notes, watch the process, make suggestions

  • At the end of the year, we’ll collect the feedback and work with a committee to determine the district-wide recommendations.


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Homework in the use of tiered instructional processes.

  • Continue with work in teams

  • Try out the sample agenda/forms

  • Keep track of your thoughts and suggestions

  • Complete the AIMSweb discussion questions by December 11—Longer if you need it…

  • Complete the Intervention Needs Assessment by January 25th


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Continue with the great work you are doing for our students! in the use of tiered instructional processes.


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Do you believe? in the use of tiered instructional processes.

-Tinkerbell


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