at Manatee Elementary - PowerPoint PPT Presentation

at Manatee Elementary

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at Manatee Elementary

at Manatee Elementary

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Presentation Transcript

1. at Manatee Elementary

2. Agenda • RtI Overview • How to Begin • CST Gets a Makeover • Q & A

3. Overview

4. Florida SLD Criteria for Eligibilityafter July 10, 2010 Condition 1 Condition 2 Condition 3 Conditions 1 and 2 not primarily the result of: Visual, hearing or motor disability Intellectual disability Emotional/Behavioral disability Cultural factors Irregular attendance Environmental or economic disadvantage Classroom behavior Limited English proficiency Underachievement in: Oral expression Listening comprehension Written expression Basic reading skills Reading fluency skills Reading comprehension Mathematics Calculation Mathematics problem-solving RTI: Resource intensive or insufficient response to scientific, research-based intervention + +

5. Big Ideas of RtI • More than just about elgibility • Being proactive • Early intervention for those who need it • High quality instruction using best practices in Tier 1 • Data-based decision making • Identifying the level of services needed by which students • Problem Solving Method

6. What are the components of RTI? Speaking the LINGO! • 1. Tiers of Intervention: Students who do not respond to high-quality classroom instruction (Tier 1) and intervention (Tier 2) receive more intensive, individualizedresearch-based interventions (Tier 3). Tiers are the level of intensity of the intervention. • 2.Progress Monitoring:Data-based documentation of repeated assessments reflecting student progress. • Data Based Decision Making: Students who don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

7. Tiers of Service Delivery Problem Identification I II Response to Intervention III Problem Analysis Intervention Design

8. Translation iii = Tier 2 level of services

9. Without Problem Solving Special Education Sea of Ineligibility General Education

10. Bridging the Gap

11. Beginning Implementation

12. Getting Started • Core instruction – differentiated, high quality • Establish teams – Teacher Data Teams that can make collaborative decisions • Meeting times • Facilitator • Problem Solving method • Identify at risk students (FIND ‘EM) • FAIR, observation, FCAT, formative assessments • Skill deficits, interventions, progress monitoring

13. Let’s Get This Baby Off the Ground!

14. Our Baby • Core instruction – differentiated, high quality • Teacher Data Teams • Identify at risk students (FIND ‘EM) • FAIR, observation, FCAT, formative assessments • Intervention blocks set up

15. Problem Solving Teams School Leadership Team Teacher Data Team Individual Problem Solving Team (IPST)

16. TEACHER DATA TEAMS None of us is as smart as all of us!!! Ken Blanchard

17. The Work of the Teacher Data Team • Discussing ACADEMIC & BEHAVIOR NEEDS of students. • Problem Solving & Developing intervention plans • Looking at Data-Are students being successful? • Solving the problems that we identify at Tiers 1, 2, and 3?

18. Getting Started with Data Meetings • When: Planning Time – Two times a month • Who Attends (can be determined by purpose): • Must: • Grade Level Teachers • Guidance Counselor • Administration • Could: • ESE Teacher, • Speech Teacher, • Reading Coach, • Other experts as needed (e.g. school psych, behavior analyst)

19. TEACHER DATA TEAMS **See meeting handout.

20. Data Meetings • Tier One Focus • Assess strengths of Tier One core instruction by reviewing benchmark data. • How can we improve differentiated instruction in the 90 min reading block. • Tier Two Focus (Find ‘em, watch ‘em): • Grouping kids in need of similar interventions/enrichment based on data. • Determine focus of interventions, set goals, determine how to progress monitor. Decide specifics of intervention: who, where, how long, etc. • Decide on how interventions will be documented. • INDIVIDUAL STUDENTS who are not responding.

21. Problem Solving/RtI“The Scientific Method” Evaluate Intervention Effectiveness Monitor Progress Analyze the Problem Identify the Problem Implement Intervention Design Intervention J L Timeline

22. ‘Circle of Accountability’ • Identify students who need additional support • Use research-based interventions to assist students • Monitor these students progress on ongoing basis

23. Interventions Let’s Discuss

24. Intervention...Another Look • Tier One: Differentiation • Tier Two: Double Dose of Differentiation • Tier Three: • More time • More intensity • More Concrete • ReAddress Problem

25. Intervention Logistics • Who: grade level teachers, instructional asst., ESE (5th and 6th), speech, all hands on deck. • When: 8:15 – 8:45 am (grades 1-6) • How: • Group students by skill deficit, enrichment area, reading or math. • Smallest group should be neediest kids • Work as a grade level to determine resources, instruction, who’s teaching what.

26. Riviera Elementary – Grade 2 Intervention Groups

27. Intervention Cycles • Cycle: a three week period of continuous supplemental instruction • Progress Monitoring Week: occurs after a 3 week cycle. Progress monitoring data is gathered. At risk students are re-assessed. Teachers meet to reorganize groups and instructors. • Cycle 1: September 7 – 24 • Progress Monitoring Week: Sept. 27 – Oct. 1 • Cycle 2: October 4 – 22 • Progress Monitoring Week: Oct. 25 -29 • Compromise, Integrity, Flexibilty, ?????

28. Types of Interventions • Skill Deficit • Student lacks skills to successfully complete task • Performance Deficit • Factors interfering with student’s capability of performing the skill

29. Identifying Skill Deficits

30. Where do I get these INTERVENTIONS?

32. BUILDING A BANK OF INTERVENTION RESOURCES

33. Inventory Your Resources And Try to Develop More!

34. Problem Solving Teams School Leadership Team Teacher Data Team Individual Problem Solving Team (IPST)

35. CST gets a Makeover IPST CST Individual Problem Solving Team

36. CST – CHILD STUDY TEAM • Testing • Discrepancy • Q or DNQ • Place in Program

37. IPST – Individual Problem Solving Team • Monitoring Interventions • Discrepancy • Peer comparisons • Data driven • Problem solving

38. The “New Way”: RtIand Individual Referral-Driven Problem Identification • Students referred when there is a poor response to Tier 2 services • After at least two different interventions documented • Looking for academic gap • Slower learning rate over time • Team decides… additional academic or behavioral intervention, placement, etc.

39. What does this graph tell you about the problem? Student Peers

40. Student Peers

41. Support and Evaluation in Context Evaluate Intervention Effectiveness Monitor Progress Analyze the Problem Identify the Problem Implement Intervention Select/Design Intervention J L Timeline Courtesy of Florida’s PS/RtI Project

42. Response to Intervention is Not a Dirty Word!