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Everything You Always Wanted to Know about Problem Solving and Response to Intervention… Don’t be Afraid to Ask!. Laura Boynton Hauerwas, Ph.D. Ina S. Woolman Providence College RI Department of Education. Response to Intervention (RTI). What is it? a problem-solving philosophy

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slide1

Everything You Always Wanted to Know about Problem Solving and Response to Intervention… Don’t be Afraid to Ask!

Laura Boynton Hauerwas, Ph.D. Ina S. Woolman

Providence College RI Department of Education

response to intervention rti

Response to Intervention (RTI)

What is it?

a problem-solving philosophy

an intervention system

a way to monitor progress

a shared responsibility

rti a problem solving philosophy
RTI: a problem solving philosophy

If a student isn’t performing as expected, we will change what WE’RE doing …

and continue problem solving until we find what works.

what is problem solving
What is problem-solving?

A decision making process

1. Problem Identification

2. Problem Analysis

5. Plan Evaluation

Revise

Modify

Intensify

With Expanding Support

3. Plan Development

4. Plan Implementation

what is the discrepancy between what is expected and what is occurring
What is the discrepancy between what is expected and what is occurring?

1. Problem Identification

What does the data show us?

why is the problem occurring
Why is the problem occurring?

2. Problem Analysis

What does the data show us?

what is the goal what is the intervention plan how will progress be monitored
What is the goal?What is the intervention plan?How will progress be monitored?

3. Plan Development

how will implementation fidelity be ensured
How will implementation fidelity be ensured?

What does the data show us?

4. Plan Implementation

did the student s respond to the intervention
Did the student(s) respond to the intervention?

What does the data show us?

5. Plan Evaluation

CELEBRATE?

REVISE?

MODIFY?

INTENSIFY?

WITH EXPANDED SUPPORT?

slide10

What does the data show us?

Carrying out Interventions and utilizing data are inseparable in the problem-solving process

rti an intervention system
RTI: an intervention system
  • School-wide system
  • Foundational curriculum
  • Variety of Interventions
  • Systematic Assessment Plan
  • Data-based decision making process
first floor primary
First Floor -Primary
  • All students
  • Comprehensive core curriculum
  • Differentiated Instruction
  • Flexible grouping
  • Benchmark assessments 3 times a year
  • Preventive and proactive
the roof secondary
The Roof -Secondary

Programs, strategies, procedures to enhance and support primary program

  • Focused group and individual interventions
  • High efficiency, short term
  • Progress Monitoring assessments twice a month
  • 10-15% of students
the chimney tertiary
The Chimney - Tertiary

Different

Architecture

Scheduling

Delivery

what is an intervention
What is an intervention?
  • Instruction that supplements and intensifies classroom curriculum/instruction to meet student need
    • Academic or Behavioral
    • Standard Protocol or Individualized
  • All interventions must have plan of implementation, criteria for successful response, assessment to monitor progress
response to intervention are we there yet
Response to Intervention… are we there yet?

J

J

Instruction

L

Intervention

L

What’s next?

J

Regular

Education

Intervention

L

J

Intervention

Consider adding

Special Education

support

what do you mean by intensifying an intervention
What do you mean by intensifying an intervention?

Teacher with specific expertise

Classroom Teacher

Specialist

Professional

Curricular Focus

5 areas

Less than 5

2 or less

Systematic Instructional Sequence

Extensive opportunities for feedback

Task Analysis

Multiple opportunities for Guided Practice

Differentiated Instruction

Specialization of Instruction

Frequency of Progress Monitoring

3 times a year

Monthly or greater

Weekly

never argue with the data let it drive your decisions
“Never argue with the data”Let it drive your decisions
  • Teachers use assessments as formative tools to inform instruction
  • School administrators use assessment data to help teachers meet the needs of students by providing necessary staff development and changes in curriculum
  • Teachers use progress monitoring assessments to determine if students are responding to instruction and intervention
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Grouping students for instruction based on student skill,

monitoring their progress over small periods of time,

adjusting instruction based on the data and

providing kids feedback on their performance …

one of the most powerfulsets of educational practices that exists.

~Dan Reschly

questions you need to ask about data tools
Questions YOU need to ask about data tools
  • Does your district assessment plan include progress monitoring tools that give you the information you need?
  • Do you have a way to efficiently manage and graph student progress data?
where do we find out more about tools to monitor progress
Where do we find out more about tools to monitor progress?
  • http://www.studentprogress.org
  • http://www.interventioncentral.org
  • http://www.aimsweb.com
  • http://dibels.uoregon.edu/
  • http://pals.virginia.edu/
rti a shared responsibility
RTI: a shared responsibility
  • This is about each and every …
    • Student, class, school and district
  • For district-wide success,
  • it needs to be
  • everybody’s business
  • Michigan Teacher Network at michiganteacher.net
expanding circle of support

Special Education

Reading Specialist

Counselor

Other Specialists

Students

Teachers

Parents

School-Based Problem Solving Team

EL Teacher

Special Educators

School Psychologists-Diagnosticians

Expanding Circle of Support
lessons learned about teaming
Lessons learned about Teaming:
  • Problem solving = seen as neither a general educator or a special educator process … but an “EVERY EDUCATOR” process
  • Flexible scheduling needed to allow for team participation and provision of interventions by needed education and support personnel
more lessons learned about teaming
More lessons learned about Teaming:
  • Buildings may have one or more “teams” -functions and membership of support team(s) vary as appropriate:
    • During the process
    • Depending on purpose
    • Depending on student characteristics and need
  • Support may begin in grade-level meetings or other collegial gatherings
  • Building administrator involvement is essential
don t be afraid to ask
Don’t be afraid to ask…

Contacts:

  • Listserv – send an email request to sheila.beliveau@ride.ri.gov
  • Laura Boynton Hauerwas, Ph.D.Professor of Education Providence College, Chair – State Learning Disabilities Committee, Facilitator – PLUS Demonstration Schools lhauerwa@providence.edu
  • Ina S. Woolman RI Dept. of Education, Office of Special Populations, Staff – State Learning Disabilities Committee,Member – PLP Committee ina.woolman@ride.ri.gov