Texas Educational Solutions

1. Texas Educational Solutions presents D.R.E.A.M Discovering the Reality of Educating All Minds May 1-2, 2013

2. Interventions Success RtI: What Schools Dream for…What Schools Need Andrea Ogonosky, Ph.D.

3. Consensus RtI Is not simply implementing a different type of problem solving. It also involves giving up certain beliefs in favor of others. Systems will need to change….

4. Administrators • Single most driving power to intervention and assessment: student achievement. • Get our students to grade level success …. ….. the most powerful tool is going to be assessment linked to instruction/intervention.

5. Teachers • Want to fix the problem TODAY so they can keep up the pace of the curriculum. • If not today by the end of the week. • Use tools that are easy to implement and can provide a direct connection to instruction

6. Parents

7. Reminder • RtI is a PROCESS for problem solving the delivery of instruction and support in a manner that enables the struggling learner access to the curriculum. • It is NOT a journey of documentation on the road to Special Education . . .

8. Arne Duncan, 2010 “We have the opportunity to completely reform our nation’s schools. We’re not talking about tinkering around the edges here. We’re talking about a fundamental re-thinking of how our schools function and placing a focus on teaching and learning like never before.”

9. Build the dream (3 Points) • Foundations • Laws • Process • Format • District support: Data collection • District support: Resources –Ease of Implementation • Fidelity • Staff Understanding • Staff Development

10. 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)]

11. Successful District RtI Plan • Led by general education, supported by special education • Infrastructure for a 3 tiered model • Effective collection and use of data • Technology to manage and document data-based decision making • Professional development aligned to district process Results in Improved Academic and Behavior Outcomes for All Students

12. 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%

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

14. Example: Tier 1: Intervention MVRC Covers all areas of Developmental Reading Acquisition Ease of Use: No additional Staff Needed Students are motivated!! Use in Labs, Tutorials

15. 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.

16. 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.

17. Example: Tier 2 & 3: Intervention Alignment MVRC Diagnostic and branches to student needs; ease of goal setting Ease of Use: No additional Staff Needed: Students are motivated!! Use in supplemental intervention

18. Lessons Learned: RtI & Technology • Online learning • Summer trainings • After‐school trainings • Credit Recovery • Grade level team meetings (easy access to data bases) • Coaching: Using the expertise within to support teachers

19. Problem Solving Process

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

21. Team Responsibility The purpose of the problem-solving process is to develop academic and behavior intervention strategies that have a high probability of success

22. “Everybody is entitled to their own opinion but they’re not entitled to their own facts. The data is the data.” Dr. Maria Spiropulu, Physicist New York Times, 30 September 2003

23. Balancing Assessments -- Assessment systems -- Multiple measures -- Varied types -- Varied purposes -- Varied data sets -- Balanced with needs

24. RtI Rate of Improvement Responsiveness to intervention is defined as the rate of improvement, or a progress slope, that is or is not sufficient for the student to become proficient with grade level standards without more interventions.

25. Linking Assessment: Type, Need, & Purpose DATA NEED TYPE PURPOSE To plan learning prior to instruction To support learning during instruction To monitor learning between instruction To verify learning after instruction • Data used to immediately inform instruction • Data used to establish a starting point and/or monitor progress: • Data used to evaluate cumulative learning • Formative • Progress Monitor • Summative

26. Clarifying Accommodations are supports or services provided to help a student access the general curriculum provided. Adaptations are changes made to the content and performance expectations for students Interventions require direct instruction and data collection for the area of concern

27. Interventions • Researched Based Reading, Math Writing strategies and techniques • Teaching student how to initiate peer interaction • Instructing in following directions • Teaching strategies for sentence writing • Teaching strategies for test taking • Providing positive reinforcement for corrective behavior • Focused Tutorials (instructional level of student)

28. Interventions Are NOT • Accommodations • Adaptations • Interagency referrals • Referral to Special education • Assessments, evaluations, screenings • Classroom observations • Advice or consultations • Assisting with instructional methods and materials • Places

29. It is vitally important that there is an understanding that there is continued discussion and consultation between the teacher, the team, and the interventionist(s).

30. Critical Components • 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

31. Lessons Learned: Making it Happen! • Take it slow–it’s better for the staff. • Use capacity within your current technology system and staff to support this process. • Use your “experts”! Start with District RtI Committee • Overall: Teamwork and collaboration to “Get it done!”

32. Keeping the dream a dream • Focus on the data • Focus on the interventions But most of all focus on the student . . . “What is this child’s RESPONSE TO INTERENTION?”

33. Tips for Continued Improvement • Make sure the system of intervention is fluid. • Systems of intervention work better when they are supporting teams rather than individual teachers. • Realize that no support system will compensate for inadequate teaching. • Ensure a common understanding of “system of interventions.”

34. RtI Documentation . . . 12 Tips • Purpose is to develop instruction and intervention • Never use documentation (or lack of) for delaying a special education evaluation when there is strong evidence of a suspected disability. • Keep it simple . . . use naturally occurring data to drive RtI problem solving • Focus documentation on converging multiple sources of data. • Consistency is key. • Have a rubric for teams to follow

35. RtI Documentation . . . 12 Tips • Train on data collection. • Develop user friendly forms. • Keep problem solving within the domain of general education • Use evidenced based practices tied to the documentation. • Do not forget the importance of documenting Academic Engagement Time • Fidelity, fidelity, fidelity – remember if it isn’t documented. . .then it did not happen!

36. Tips for Success • Make sure the system of intervention is fluid. • Systems of intervention work better when they are supporting teams rather than individual teachers. • Realize that no support system will compensate for inadequate teaching. • Ensure a common understanding of “system of interventions.”

37. Questions

38. Victoria ISD • www.visd.com

39. Example • VISD curriculum document

40. (832) 656-0398 aogonosky@msn.com www.facebook.com/pages/Academic-Behavior-Interventions/184751798229934 Andrea Ogonosky