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Response to Intervention: Accelerating Achievement for ALL Students. Illinois IEA Professional Development Workshop Dr. George M. Batsche Professor and Co-Director Institute for School Reform Florida Statewide Problem-Solving/RtI Project University of South Florida.

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response to intervention accelerating achievement for all students

Response to Intervention: Accelerating Achievement for ALL Students

Illinois IEA Professional Development Workshop

Dr. George M. Batsche

Professor and Co-Director

Institute for School Reform

Florida Statewide Problem-Solving/RtI Project

University of South Florida

national resources to support district and school implementation
National Resources to Support District and School Implementation
  • www.nasdse.org
    • Building and District Implementation Blueprints
    • Current research (evidence-based practices) that supports use of RtI
  • www.rtinetwork.org
    • Blueprints to support implementation
    • Monthly RtI Talks
    • Virtual visits to schools implementing RtI
    • Webinars
    • Progress Monitoring Tools to Assess Level of Implementation
  • www.justreadflorida.org/readingwalkthrough/
    • Principal Walk Through Integrity Evaluations
  • www.floridarti.usf.edu
    • Introductory Course
the vision
The Vision
  • 95% of students at “proficient” level
  • Students possess social and emotional behaviors that support “active” learning
  • A “unified” system of educational services
    • One “ED”
  • Student Support Services perceived as a necessary component for successful schooling
the outcomes
The Outcomes
  • Maximize effect of core instruction for all students
  • Targeted instruction and interventions for at-risk learners
  • Significant improvements in pro-social behaviors
  • Reduction in over-representation of diverse student groups in low academic performance, special education, suspension/expulsion, and alternative education.
  • Overall improvement in achievement rates
  • Maximize efficiency and return on investment
  • AYP
response to intervention
Response to Intervention
  • 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 to (3) make important educational decisions.

(Batsche, et al., 2005)

  • Problem-solving is the process that is used to develop effective instruction/interventions.
problem solving process
Problem Solving Process

Define the Problem

Defining Problem/Directly Measuring Behavior

Problem Analysis

Validating Problem

Ident Variables that Contribute to Problem

Develop Plan

Evaluate

Response to Intervention (RtI)

Implement Plan

Implement As Intended

Progress Monitor

Modify as Necessary

three tiered model of school supports the problem solving process
Three-Tiered Model of School Supports & the Problem-solving Process

ACADEMIC SYSTEMS

Tier 3: Comprehensive & IntensiveStudents who need individualized interventions.

Tier 2: Strategic InterventionsStudents who need more support in addition to the core curriculum.

Tier 1: Core CurriculumAll students, including students who require curricular enhancements for acceleration.

BEHAVIOR SYSTEMS

Tier 3: Intensive InterventionsStudents who need individualized intervention.

Tier 2: Targeted Group InterventionsStudents who need more support in addition to school-wide positive behavior program.

Tier 1: Universal Interventions All students in all settings.

model of schooling
Model of Schooling
  • All district instruction and intervention services have a “place” in this model.
  • If it does not fit in the model, should it be funded?
  • All supplemental and intensive services must be integrated with core.
problem solving rti resource management
Problem-Solving/RtIResource Management

1-5%

1-5%

5-10%

5-10%

Students

80-90%

80-90%

  • Public Education Resource Deployment
    • Support staff cannot resource more than 20% of the students
    • Service vs Effectiveness--BIG ISSUE

Academic

Behavior

rti framing issues and key concepts
RtI: Framing Issues and Key Concepts
  • Academic Engaged Time (AET) is the best predictor of student achievement
    • 330 minutes in a day, 1650 in a week and 56,700 in a year
    • This is the “currency” of instruction/intervention
    • Its what we have to spend on students
    • How we use it determines student outcomes.
  • MOST students who are behind will respond positively to additional CORE instruction.
    • Schools have more staff qualified to deliver core instruction than specialized instruction.
    • Issue is how to schedule in such a way as to provide more exposure to core.
rti framing issues and key concepts1
RtI: Framing Issues and Key Concepts
  • Managing the GAP between student current level of performance and expectation (benchmark, standards, goal) is what RtI is all about.
  • The two critical pieces of information we need about students are:
    • How BIG is the GAP?
                • AND
    • How much time do we have to close it?
  • The answers to these 2 questions defines our instructional mission.
rti rate
RtI: RATE
  • Rate is growth per week (month) necessary to close the GAP
  • Rate becomes the statistic we need to define evidence-based intervention (EBI)
  • EBI is any intervention that results in the desired RATE
rti 3 priorities
RtI: 3 Priorities

1. Prevention: Identify students at-risk for literacy failure BEFORE they actually fail.

  • Kindergarten screening, intervention and progress monitoring is key.
  • No excuse for not identifying ALL at-risk students by November of the kindergarten year.
  • This strategy prevents the GAP.
  • Managing GAPs is more expensive and less likely to be successful.
rti 3 priorities1
RtI: 3 Priorities
  • Early Intervention
    • Purpose here is the manage the GAP.
    • Students who are more that 2 years behind have a 10% chance, or less, or catching up.
    • Benchmark, progress monitoring data, district-wide assessments are used to identify students that have a gap of 2 years or less.
    • Students bumping up against the 2 year level receive the most intensive services.
    • This more costly and requires more specialized instruction/personnel
rti 3 priorities2
RtI: 3 Priorities
  • Intensive Intervention
    • Reserved for those students who have a GAP of more than 2 years and the rate of growth to close the GAP is unrealistic. Too much growth—too little time remaining.
    • Problem-solving is used to develop instructional priorities.
    • This is truly a case of “you cannot do something different the same way.”
    • This is the most costly, staff intensive and least likely to result in goal attainment
how does it fit together standard treatment protocol
How Does it Fit Together?Standard Treatment Protocol

Results

Monitoring

Addl.

Diagnostic

Assessment

Instruction

All Students at

a grade level

Individualized

Intensive

Individual

Diagnostic

Intensive

1-5%

weekly

Small

Group

Differen-

tiated

By Skill

Supplemental

5-10%

Standard

Protocol

Behavior

Academics

2 times/month

Core

Bench-

Mark

Assessment

Annual

Testing

ODRs

Monthly

Bx

Screening

None

Continue

With

Core

Instruction

Grades

Classroom

Assessments

Yearly Assessments

80-90%

Step 2

Step 3

Step 4

Step 1

critical components
Critical Components
  • Data are used to evaluate the effectiveness of core instruction
    • 80% of students receiving ONLY core instruction are proficient
  • Supplemental Instruction/Intervention uses a “standard protocol” of instruction based on student needs, informed by data
    • 70% of students receiving Supplemental AND Core are proficient
critical components1
Critical Components
  • Intensive instruction developed for students who have not responded as desired to Core PLUS Supplemental Instruction
effective schools
Effective Schools
  • 30% or more of students at risk but who were at grade level at the end of the year.
  • Characteristics
    • Strong Leadership
    • Positive Belief and Teacher Dedication
    • Data Utilization and Analysis
    • Effective Scheduling
    • Professional Development
    • Scientifically-Based Intervention Programs
    • Parent Involvement
                  • (Crawford and Torgeson)
                  • (
what is the impact of psm rti on students from diverse backgrounds
What is the impact of PSM/RtI on students from diverse backgrounds?
  • VanDerHeyden, et al. report that students responded positively to the method and that African-American students responded more quickly than other ethnic groups.
  • Marston reported a 50%decrease in EMH placements over a 6-year period of time.
  • Marston reported a drop over a 3-year period in the percent of African-American students placed in special education from 67% to 55%, considering 45% of the student population was comprised of African-American Students.
  • Batsche (2006) reported a significant decrease in the risk indices for ELL and African-American students
how do we do rti
How Do We “Do” RtI?
  • Organized by a District PLAN
  • Driven by Professional Development
  • Supported by Coaching and Technical Assistance
  • Informed by DATA
change model
Change Model

Consensus

Infrastructure

Implementation

stages of implementing problem solving rti
Stages of Implementing Problem-Solving/RtI
  • Consensus
    • Belief is shared
    • Vision is agreed upon
    • Implementation requirements understood
  • Infrastructure Development
    • Problem-Solving Process
    • Data System
    • Policies/Procedures
    • Training
    • Tier I and II intervention systems
      • E.g., K-3 Academic Support Plan
    • Technology support
    • Decision-making criteria established
  • Implementation
building consensus
Building Consensus
  • Knowledge
  • Beliefs
  • Understanding the “Need”- DATA
  • Skills and/or Support
consensus essential beliefs
Consensus:Essential Beliefs
  • No child should be left behind
  • It is OK to provide differential service across students
  • Academic Engaged Time must be considered first
  • Student performance is influenced most by the quality of the interventions we deliver and how well we deliver them- not preconceived notions about child characteristics
  • Decisions are best made with data
  • Our expectations for student performance should be dependent on a student’s response to intervention, not on the basis of a “score” that “predicts” what they are “capable” of doing.
consensus development data
Consensus Development:Data
  • Are you happy with your data?
  • Building/Grade Level Student Outcomes
    • Disaggregated
    • AYP
personnel critical to successful implementation
Personnel Critical to Successful Implementation
  • District-Level Leaders
  • Building Leaders
  • Facilitator
  • Teachers/Student Services
  • Parents
  • Students
key points
Key Points
  • Unit of implementation is the building level.
  • Implementation process takes 4-6 years.
  • Implementation progress must be monitored
  • Must be guided by data indicating implementation level and integrity
  • Must be supported by professional development and technical assistance
  • Drive by a strategic plan
  • It is a journey, not a sprint
implementation model
Implementation Model
  • District-based leadership team (DBLT)
  • School-based leadership team (SBLT)
  • School-based coach
    • Process Technical Assistance
    • Interpretation and Use of Data
  • Evaluation Data
problem solving process1
Problem Solving Process

Define the Problem

Defining Problem/Directly Measuring Behavior

Problem Analysis

Validating Problem

Ident Variables that Contribute to Problem

Develop Plan

Evaluate

Response to Intervention (RtI)

Implement Plan

Implement As Intended

Progress Monitor

Modify as Necessary

steps in the problem solving process
Steps in the Problem-Solving Process
  • PROBLEM IDENTIFICATION

• Identify replacement behavior

• Data- current level of performance

• Data- benchmark level(s)

• Data- peer performance

• Data- GAP analysis

  • PROBLEM ANALYSIS

• Develop hypotheses( brainstorming)

• Develop predictions/assessment

  • INTERVENTION DEVELOPMENT

• Develop interventions in those areas for which data are available and hypotheses verified

• Proximal/Distal

• Implementation support

  • Response to Intervention (RtI)

• Frequently collected data

• Type of Response- good, questionable, poor

data for each tier where do they come from
Data For Each Tier - Where Do They Come From?

Tier 1: Universal Screening, accountability assessments, grades, classroom assessments, referral patterns, discipline referrals

Tier 2: Universal Screening - Group Level Diagnostics (maybe), systematic progress monitoring, large-scale assessment data and classroom assessment

Tier 3: Universal Screenings, Individual Diagnostics, intensive and systematic progress monitoring, formative assessment, other informal assessments

academic behaviors
“Academic” Behaviors
  • Class work completed/accuracy
  • Home work completed/accuracy
  • Test scores/accuracy
  • Student Level of Performance
  • Goal or benchmark
  • Peer level of performance
example
Example
  • Data taken during a single grading period (6 weeks)
  • Progress Monitor Homework completed and accuracy
    • Goal: Completed 75%, Accuracy 75%
    • Student: Completed 40%, Accuracy 50%
    • Peers: Completed 65%, Accuracy 78%
    • Time Frame: 6 weeks
    • Assignments/Week: 20
example1
Example
  • Completion:
      • 75-40=30 % improvement in 6 weeks
      • 30%/6 weeks= Improvement rate of 5%/week
      • 5% of 20 assignments=1 per week
      • Rate of Improvement for an effective intervention is 1 ADDITIONAL ASSIGNMENT PER WEEK
decision rules
Decision Rules
  • Response to Intervention Rules
  • Linking RtI to Intervention Decisions
decision rules what is a good response to intervention
Decision Rules: What is a “Good” Response to Intervention?

Positive Response

Gap is closing

Can extrapolate point at which target student(s) will “come in range” of target--even if this is long range

Level of “risk” lowers over time

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.

slide48

Positive Response to Intervention

Expected Trajectory

Performance

Observed Trajectory

Time

decision rules what is a questionable response to intervention
Decision Rules: What is a “Questionable” Response to Intervention?

Positive Response

Gap is closing

Can extrapolate point at which target student(s) will “come in range” of target--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

Level of “risk” remains the same over time

Poor Response

Gap continues to widen with no change in rate.

slide50

Questionable Response to Intervention

Expected Trajectory

Performance

Observed Trajectory

Time

decision rules what is a poor response to intervention
Decision Rules: What is a “Poor” Response to Intervention?

Positive Response

Gap is closing

Can extrapolate point at which target student(s) will “come in range” of target--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.

Level of “risk” worsens over time

slide52

Poor Response to Intervention

Expected Trajectory

Performance

Observed Trajectory

Time

slide53

Positive

Questionable

Poor

Response to Intervention

Expected Trajectory

Performance

Observed Trajectory

Time

decision rules linking rti to intervention decisions
Decision Rules: Linking RtI to Intervention Decisions

Positive

Continue intervention with current goal

Continue intervention with goal increased

Fade intervention to determine if student(s) have acquired functional independence.

decision rules linking rti to intervention decisions1
Decision Rules: Linking RtI to Intervention Decisions

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.

decision rules linking rti to intervention decisions2
Decision Rules: Linking RtI to Intervention Decisions

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)

slide58

Tier I Problem-Solving:

Data and Skills Needed

Tier I - Assessment

Discipline Data (ODR)

Benchmark Assessment

School Climate Surveys

Universal Screening

FCAT

Universal Screening

District-Wide Assessments

Tier I - Core Interventions

School-wide Discipline Positive Behavior Supports

Whole-class Interventions

Core Instruction

10 - 15%

80 - 90%

referral analysis
Referral Analysis
  • 42% Noncompliance
  • 30% Off-Task/Inattention
  • 12% Physical/Verbal Aggression
  • 6% Relational Aggression
  • 10% Bullying
building level behavior data
Building-Level Behavior Data
  • % Building %Referred

Male 50% 80%

White 72% 54%

Hispanic 12% 20%

African American 15% 24%

Other 1% 2%

Low SES 25% 50%

what does core instruction look like for reading
What does core instruction look like for reading?

K-5

  • 90 minute reading block
    • Comprehensive readingprogram is the central tool for instruction.
    • Explicit, systematic, and differentiated instruction is provided.
    • In-class grouping strategies are in use, including small group instruction as appropriate to meet student needs.
    • Active student engagement occurs in a variety of reading-based activities, which connect to the essential components of reading and academic goals.
    • Effective classroom management and high levels of time on task are evident.

6-12

  • Content area courses in which the reading content standards are addressed for all students including:
    • Middle School Developmental Reading
    • English/Language Arts
    • Other core areas such as science, social studies, and math
what strategies exist to differentiate instruction for k 5 students in tier 1
What strategies exist to differentiate instruction for K-5 students in Tier 1?
  • Differentiate in small, flexible reading groups
    • Use data to form groups based on skills to be taught (comprehension, phonics, etc.)
    • Ensure that groups are flexible
    • Determine a schedule to rotate children through groups/centers
    • Ensure that students with the most intensive needs meet in the teacher-led center everyday
  • Targeted and deliberate independent reading practice that utilizes relevant practice, extension, and production opportunities
what strategies exist to differentiate instruction for 6 12 students in tier 1
What strategies exist to differentiate instruction for 6-12 students in Tier 1?
  • CAR-PD
  • Differentiate in small groups
    • Use data to from groups based on skills to be taught
    • Groups need to be flexible
    • Determine a schedule to rotate students through groups
  • Support from the reading coach
  • Take responsibility for student learning
what data can be collected to evaluate the impact of core instruction
What data can be collected to evaluate the impact of core instruction?
  • Progress monitoringassessments three times a year (Benchmarking)
  • Ongoing Progress Monitoring (OPM)
  • Core Reading Program Unit Tests / Curriculum-based assessments
  • Outcome measures (SAT-10 and State Tests) to make decisions about student placement for the following year
what strategies are available to evaluate the fidelity of core instruction
What strategies are available to evaluate the fidelity of core instruction?
  • Principal Reading Walk Through
    • “If it gets inspected, it gets respected”
  • Effective instruction checklist
  • Elementary core reading program checklists
effective instruction foorman et al 2003 foorman torgesen 2001 arrasmith 2003 rosenshine 1986
Effective Instruction(Foorman et al., 2003; Foorman & Torgesen, 2001; Arrasmith, 2003; & Rosenshine, 1986)
slide70

Tier II Problem-Solving

Data and Skills Needed

1 - 5%

Tier II - Assessment

Behavioral Observations

Intervention Data

Group Diagnostic

Universal Screening

Progress Monitoring

Tier II - Targeted Interventions

Targeted Group Interventions

Increased Intensity

Narrow Focus

Linked to Tier I

10-15%

80 - 90%

Tier I Assessment

Tier I - Core Interventions

10 - 15%

80 - 90%

data infrastructure using existing data to predict intervention needs for tier 2
Data Infrastructure: Using Existing Data to Predict Intervention Needs for Tier 2
  • Previous referral history predicts future referral history
  • Benchmark and Progress Monitoring Data
  • Common Assessments in Middle and High School
  • Middle and High School
    • Student data history prior to entering
data driven infrastructure establishing a building baseline
Data-Driven Infrastructure:Establishing a Building Baseline
  • Code referrals (reasons) for past 2-3 years
    • Identifies problems teachers feel they do not have the skills/support to handle
    • Referral pattern reflects skill pattern of the staff, the resources currently in place and the “history” of what constitutes a referral in that building
    • Identifies likely referral types for next 2 years
    • Identifies focus of Professional Development Activities AND potential Tier II and III interventions
    • Present data to staff. Reinforces “Need” concept
tier functions integration
Tier Functions/Integration
  • How the Tiers work
  • Time aggregation
  • Tier integration
how the tiers work
How the Tiers Work
  • Goal: Student is successful with Tier 1 level of support-academic or behavioral
  • Greater the tier, greater support and “severity”
  • Increase level of support (Tier level) until you identify an intervention that results in a positive response to intervention
  • Continue until student strengthens response significantly
  • Systematically reduce support (Lower Tier Level)
  • Determine the relationship between sustained growth and sustained support.
integrating the tiers
Integrating the Tiers
  • 5th grade student reading at the 2nd grade level
    • Tier 3
      • Direct Instruction, Targeted, Narrow Focus (e.g., phonemic awareness, phonics, some fluency)
    • Tier 2
      • Fluency, vocabulary, comprehension, pre-teach for Tier 1
    • Tier 1
      • Focus on comprehension, participation, scripted decoding
  • Use core materials for content
  • Progress monitor both instructional level and grade placement level skills
what do we know about the characteristics of effective interventions
What do we know about the characteristics of effective interventions?
  • They always increase the intensity of instruction - they accelerate learning
  • They always provide many more opportunities for re-teaching, review, and practice
  • They are focused carefully on the most essential learning needs of the students.
characteristics of tier 2 interventions
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
interventions tier 2
Interventions: Tier 2
  • 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 or WHERE will it be provided?
tier 2 getting time
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
tier 2 curriculum
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
tier 2 personnel
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 services to more than 7% of the population
3 fs 1 s data pd effective powerful instruction
3 Fs + 1 S + Data + PD = Effective & Powerful Instruction
  • Frequency and duration of meeting in small groups – every day, etc.
  • Focus of instruction (the What) – work in vocabulary, phonics, comprehension, etc.
  • Format of lesson (the How) – determining the lesson structure and the level of scaffolding, modeling, explicitness, etc.
  • Size of instructional group – 3, 6, or 8 students, etc.
  • Use data to help determine the 3 Fs and 1 S (the Why)
  • Provide professional development in the use of data and in the 3 Fs and 1 S
what does supplemental instruction intervention look like for reading
What does supplemental instruction/intervention look like for reading?
  • Logistics of supplemental instruction/ intervention
    • Specific time and place included in schedule
    • Who will provide it? (classroom teacher or outside support – Reading specialist, ESE, SLP, etc.)
    • Materials/how will the provider access them?
    • Common planning time established between the classroom teacher and intervention teacher, if applicable
    • Establish guidelines for when to evaluate the effectiveness of instruction and guidelines to determine what is a “good” response
intervention support
Intervention Support
  • Intervention plans should be developed based on student need and skills of staff
  • All intervention plans should have intervention support
  • Principals should ensure that intervention plans have intervention support
  • Teachers should not be expected to implement plans for which there is no support
critical components of intervention support
Critical Components of Intervention Support
  • Support for Intervention Integrity
  • Documentation of Intervention Implementation
  • Intervention and Eligibility decisions and outcomes cannot be supported in an RtI model without these two critical components
intervention support1
Intervention Support
  • Pre-meeting
    • Review data
    • Review steps to intervention
    • Determine logistics
  • First 2 weeks
    • 2-3 meetings/week
    • Review data
    • Review steps to intervention
    • Revise, if necessary
intervention support2
Intervention Support
  • Second Two Weeks
    • Meet twice each week
  • Following weeks
    • Meet at least weekly
    • Review data
    • Review steps
    • Discuss Revisions
  • Approaching benchmark
    • Review data
    • Schedule for intervention fading
    • Review data
tier 3 decisions
Tier 3 Decisions
  • GAP?
  • Rate??
  • Independent Functioning?
    • Fade Intervention to Supplemental Level
    • Evaluate Rate
tier 3
Tier 3
  • Individual and Very Small Group
  • Individual Diagnostic Procedures
  • Intensive Interventions
  • Goal is to determine interventions that close the GAP
  • Pre-requisite for consideration for any special education program
slide93

resources

skill

Ways that instruction must be made more powerful for students “at-risk” for reading difficulties.

More powerful instruction involves:

More instructional time

Smaller instructional 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

what are the logistics of tier 3 instruction
What are the logistics of Tier 3 instruction?
  • Specific place and time set aside on the schedule (daily)
  • Who will provide it? (classroom teacher or outside support – Reading specialist, ESE, SLP, etc.)
  • Materials/how will the provider access them?
  • Common planning time established between the two providers, if applicable
  • Establishing guidelines for when to evaluate the effectiveness of instruction and guidelines to determine what is a “good” response
ongoing progress monitoring opm
Ongoing Progress Monitoring (OPM)

K-2

  • all of the same TDI tasks
  • ORF in grades 1 and 2

3-12

  • ORF at grades 3-5
  • MAZE at grades K-12
  • Informal toolkit with:
    • Instructional Level reading comprehension passages & passage-specific Question & Response templates
    • Multiple Lexiled passages for oral reading fluency, accuracy, and comprehension
    • Phonics Inventory
    • Sight Word Inventory
    • Instructional Implications of Word Analysis Task
slide96

How do we ensure that Tier 3 instruction is integrated with/includes core instructional content when appropriate and transfers to student success in core?

  • Instructors need to communicate, if applicable
  • Both instructors must have access to the core materials, if applicable
  • Understanding the core content in order to provide access to the information but at an appropriate reading level
data based determination of expectations elsie
Data-Based Determination of Expectations: Elsie
  • Benchmark Level: 100 WCPM
  • Current Level: 47 WCPM
  • Difference to June Benchmark (Gap): 53 WCPM
  • Time to Benchmark: 41 Weeks
  • Rate of Growth Required:
    • 53/41= 1.29 WCPM for Elsie
  • Peer Group Rate = about 1.1 WCPM growth (at benchmark) 1.2 WCMP (for “some risk” benchmark)
  • REALISTIC? Not unless you increase AET
tier 2 supplemental instruction revision
Tier 2- Supplemental Instruction - Revision
  • The intervention appeared to be working. What the teachers thought was needed was increased time in supplemental instruction.
  • They worked together and found a way to give Elsie 30 minutes of supplemental instruction, on phonics and fluency, 5x per week.
data based determination of expectations elsie1
Data-Based Determination of Expectations: Elsie
  • Benchmark Level: 100 WCPM
  • Current Level: 56 WCPM
  • Difference to June Benchmark (Gap): 44 WCPM
  • Time to Benchmark: 27 Weeks
  • Rate of Growth Required:
    • 44/27= 1.62 WCPM for Elsie
  • Peer Group Rate = 1.1 WCPM growth (at benchmark) 1.2 WCMP (for “some risk” benchmark)
  • REALISTIC? Not unless you increase AET
slide103

Aimline= 2 percent/week

Trendline = 3 percent/week

slide104

Aimline= 1.50 words/week

Trendline = 0.95 words/week

slide105
Behavioral

Case

Examples

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