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Response to Intervention: Using Data to Enhance Outcomes for all Students. Amanda VanDerHeyden Education Research and Consulting, Inc. 16 x 3 = 48 hours. Data allow us to. Provide faster, more effective services for ALL children

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Response to intervention using data to enhance outcomes for all students l.jpg

Response to Intervention: Using Data to Enhance Outcomes for all Students

Amanda VanDerHeyden

Education Research and Consulting, Inc.


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16 x 3 = 48 hours all Students


Data allow us to l.jpg
Data allow us to all Students

  • Provide faster, more effective services for ALL children

  • Work “smarter” not harder, better utilize the talents of the school psychologist and school-based assessment and intervention teams.

  • Make implementation SIMPLE and EASY for teachers (low cost, few errors)

  • Prevent diagnosis


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What is RTI? all Students

  • A science of decision making and way of thinking about how educational resources can be allocated (or reallocated) to best help all children learn

  • Major premium on child outcomes


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STEEP Model all Students

Screening to Enhance Educational Progress


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Tier 1: Screening all Students

  • Screening

    • Math Screening

      • 2 minutes. Scored for Digits Correct

    • Writing Screening

      • 3 Minutes. Scored for Words Written Correctly

    • Reading Screening

      • 1 Minute. Scored for Words Read Correctly


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Class-wide Screening all Students


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Feedback to Teachers all Students




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Tier 2: Can’t Do/Won’t Do Assessment all Students

  • “Can’t Do/Won’t Do”

  • Individually-administered

  • Materials

    • Academic material that student performed poorly during class assessment.

    • Treasure chest: plastic box filled with tangible items.

3-7 minutes per child





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Response to Intervention all Students

Before Intervention

During Intervention

#Correct

Avg. for his Class

Each Dot is one Day of Intervention

Intervention Sessions

Intervention in Reading


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Response to Intervention all Students

Before Intervention

During Intervention

#Correct

Avg. for his Class


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Vehicle for System Change: all StudentsSystem-wide Math Problem

Instructional range

Frustrational range

Each bar is a student’s performance



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Effect on SAT-9 Performance all Students

VanDerHeyden & Burns, 2005


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Effect on CBM Scores all Students

VanDerHeyden & Burns, 2005


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Computation Gains Generalized to High Stakes Test all StudentsImprovements (Gains within Multiple Baselineshown as pre-post data)


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Gains within Multiple Baseline all Students(shown as pre-post data)


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District-wide Implementation Data all Students

  • Vail Unified School District

    • www.vail.k12.az.us

  • Three years, system-wide implementation of STEEP grades 1-8


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System Outcomes all Students

  • Referrals reduced greater than half

  • % who qualify improved at 4 of 5 schools

  • SLD down from 6% of children in district in 2001-2002 (with baseline upward trend) to 3.5% in 2003-2004 school year

  • Corresponding gains on high-stakes tests (VanDerHeyden & Burns, 2005)

  • Intervention successful for about 95 to 98% of children screened

VanDerHeyden, Witt, & Gilbertson, 2007


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Cost Reduction all Students

VanDerHeyden, Witt, & Gilbertson, 2007


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Findings all Students

  • Diverse settings, psychologists of diverse backgrounds and no prior experience with CBM or functional academic assessment

  • Disproportionate representation of males positively affected

VanDerHeyden, Witt, & Gilbertson, 2007


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Team Decision-Making Agreement all Students

VanDerHeyden, Witt, & Gilbertson, 2007


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Team Decision-Making all Students

VanDerHeyden, Witt, & Gilbertson, 2007


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Identification Accuracy all Students

VanDerHeyden, et al., 2003


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Percent Identified at each Tier all Students

VanDerHeyden, et al., 2003


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What Proportion of Ethnicity Represented Before and After Intervention in Risk Category?

VanDerHeyden & Witt, 2005


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Screening tells you Intervention in Risk Category?

  • How is the core instruction working?

  • What problems might exist that could be addressed?

  • Most bang-for-the-buck activity

  • Next most high-yield activity is classwide intervention at Tier 2.


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Academic Systems Intervention in Risk Category?

Behavioral Systems

  • Intensive, Individual Interventions

  • Individual Students

  • Assessment-based

  • High Intensity

  • Of longer duration

  • Intensive, Individual Interventions

  • Individual Students

  • Assessment-based

  • Intense, durable procedures

  • Targeted Group Interventions

  • Some students (at-risk)

  • High efficiency

  • Rapid response

  • Targeted Group Interventions

  • Some students (at-risk)

  • High efficiency

  • Rapid response

  • Universal Interventions

  • All students

  • Preventive, proactive

  • Universal Interventions

  • All settings, all students

  • Preventive, proactive

Any

Curriculum

Area

1-5%

1-5%

5-10%

5-10%

Students

80-90%

80-90%

Dave Tilly, 2005


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“Weighing a cow doesn’t make it fatter.” Intervention in Risk Category?


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Academic Systems Intervention in Risk Category?

Behavioral Systems

  • Intensive, Individual Interventions

  • Individual Students

  • Assessment-based

  • High Intensity

  • Of longer duration

  • Intensive, Individual Interventions

  • Individual Students

  • Assessment-based

  • Intense, durable procedures

  • Targeted Group Interventions

  • Some students (at-risk)

  • High efficiency

  • Rapid response

  • Targeted Group Interventions

  • Some students (at-risk)

  • High efficiency

  • Rapid response

  • Universal Interventions

  • All students

  • Preventive, proactive

  • Universal Interventions

  • All settings, all students

  • Preventive, proactive

Any

Curriculum

Area

1-5%

1-5%

5-10%

5-10%

Students

80-90%

80-90%

Dave Tilly, 2005


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Intervention Plan- 15 Min per Day Intervention in Risk Category?

  • Protocol-based classwide peer tutoring, randomized integrity checks by direct observation

  • Model, Guide Practice, Independent Timed Practice with delayed error correction

  • Group performance contingency

  • Teachers encouraged to

    • Scan papers for high error rates

    • Do 5-min re-teach for those with high-error rates

    • Provide applied practice using mastery-level computational skill


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Math Sample Sequence Intervention in Risk Category?


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Class-wide Math Intervention Intervention in Risk Category?


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Class 1 at Screening Intervention in Risk Category?


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Class 1: Following 10 Days Intervention Intervention in Risk Category?


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Class 1: Following 15 Days Intervention Intervention in Risk Category?


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Class 2 at Screening Intervention in Risk Category?


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Class 2: Following 5 Days Intervention Intervention in Risk Category?


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Class 2: Following 10 days Intervention Intervention in Risk Category?


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Class 3 at Screening Intervention in Risk Category?


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Class 3: Following 5 days Intervention Intervention in Risk Category?


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Following 10 Days Intervention Intervention in Risk Category?


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Academic Systems Intervention in Risk Category?

Behavioral Systems

  • Intensive, Individual Interventions

  • Individual Students

  • Assessment-based

  • High Intensity

  • Of longer duration

  • Intensive, Individual Interventions

  • Individual Students

  • Assessment-based

  • Intense, durable procedures

  • Targeted Group Interventions

  • Some students (at-risk)

  • High efficiency

  • Rapid response

  • Targeted Group Interventions

  • Some students (at-risk)

  • High efficiency

  • Rapid response

  • Universal Interventions

  • All students

  • Preventive, proactive

  • Universal Interventions

  • All settings, all students

  • Preventive, proactive

Any

Curriculum

Area

1-5%

1-5%

5-10%

5-10%

Students

80-90%

80-90%

Dave Tilly, 2005


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Tier 3 Intervention in Risk Category?

  • Assessment Data

    • Instructional level performance

    • Error analysis (high errors, low errors, pattern)

    • Effect of incentives, practice, easier task

    • Verify intervention effect

  • Same implementation support as Tier 2

  • Instructional-level materials; Criterion-level materials


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Tier 3 Intervention in Risk Category?

  • Implement for 5-15 consecutive sessions with 100% integrity

  • Link to referral decision

  • Weekly graphs to teacher and weekly generalization probes outside of classroom, supply new materials

  • Troubleshoot implementation weekly


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Tier 3 Intervention Intervention in Risk Category?

  • >5% of children screened (total population) IF solid Tier 1

  • Possibly as low as 2% IF solid Tier 1 and Tier 2

  • About 1-2% failed RTI; 10% of most at-risk

VanDerHeyden et al., 2007


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Principal Intervention in Risk Category?

FILTER-- How much time allocated to instruction? Children actively engaged? Standards introduced? Effective instruction occurring?

Upset parent

DATA on Learning

Check on health dept

Goal Setting

Check on police interview

Teacher Evaluation

Etc.

Allocation of Instructional Resources


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Great Implementers Intervention in Risk Category?

Follow the aimline and attend to implementation integrity

Understand the variables of effective instruction and engage in contextualized assessment that is technically valid for the purposes needed AND has treatment utility

Minimize meeting time and avoid “the science of strange behavior…”

Provide adequate resources and space for principals to be effective instructional leaders and hold them accountable for results

Evaluate quality of all programs locally and make decisions about continued use based on DATA.


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For More Information Intervention in Risk Category?

amandavande@gmail.com

www.isteep.com

Thank you to the US Dept of Education for providing all film clips shown in this presentation