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STUDENT SUCCESS. PST. RtI. Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers Gibbsdenise@aol.com. Successful RtI Implementation . Should involve all personnel and all students in all schools. Can result in tremendously positive outcomes for all.
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STUDENT SUCCESS PST RtI Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers Gibbsdenise@aol.com
Successful RtI Implementation • Should involve all personnel and all students in all schools. • Can result in tremendously positive outcomes for all. • Will be facilitated through the work of Problem Solving Teams.
Some RTI Elements to be Discussed Today • Tiers of instruction and intervention • Problem Solving Teams • Intervention goal setting • Data Management
Problem Solving Team Purpose Problem Solving Teams will ensure that: • students receive interventions matched to their identified needs • appropriate intervention goals are set • appropriate progress monitoring tools are utilized to provide evidence of students’ response to intervention • progress monitoring data are used to make timely instructional decisions which maximize student outcomes.
Number of Problem Solving Teams per school • To be locally determined • Important considerations • The number of PSTs needed per school will be determined by the number of students receiving interventions. • No PST should be expected to manage more students than can be responsibly and effectively reviewed and monitored.
Problem Solving Team Structure • To be locally determined • Some suggestions • Grade-level PSTs • Across grade level PSTs (K-2, 3-5, etc) • Teacher team PSTs • Departmental PSTs • Other • Good to involve as many school personnel as possible on teams.
Frequency and duration of Problem Solving Team meetings • To be locally determined • Important considerations • Each student’s data should be reviewed at least monthly • Progress reports to parents should be sent regularly • Generally, duration should not exceed one hour. • It may work well to meet weekly and to review ¼ of the students each week.
Problem Solving Team Members • Classroom teachers. • Intervention teachers. • Instructional Coaches (Reading, Literacy, Math, Graduation, etc). • Special Education teachers. • School Counselor/School Psychologist. • Administrator (principal or assistant principal).
Problem Solving Team Member Roles • Chairperson • Which students will be discussed and in what order • Notify members • Secretary • Note decisions made and generate parent letters • Timekeeper • Keep discussions on track and timely • Data person • Present and explain graphs
Interventions & Accommodations • The accommodations which have been recommended by the BBSST in the past will NOT meet the scientific, research-based intervention requirements included in current Federal and State laws and regulations.
Interventions & Accommodations • Effective interventions actually result in improved skills for students. • Student achieves increased computation fluency. Expectations for the student are NOT REDUCED! • Accommodations may result in improved grades without actually improving skills. • The student is given more time or fewer math problems. Expectations for the student are REDUCED!
Continuous Intervention Services • When students begin the intervention process (Tier II or Tier III), they will continue in that process until they have attained grade-level standards and skills or until they are referred to the next tier or level. • The work of the Problem Solving Team with a student may continue from one grade to the next based upon data analysis and intervention outcomes.
Intervention goal setting • Determine student’s BASELINE from benchmark testing and initial progress monitoring probes. • Reading – # of mazes; # words per minute; % accuracy; # letters named; # of phonics patterns words; etc • Math – math concepts score; computation score; early numeracy scores; etc
Intervention goal setting • Determine level of skill expected at year’s end (GOAL). • Subtract BASELINE score from the GOAL to get needed gain (GROWTH) • Divide GROWTH by number of available weeks of intervention to get the weekly rate of improvement (ROI) needed to reach year-end goal.
Intervention goal setting-example • Mary is in the 4th grade and does not comprehend grade-level text well. The school offers 30 weeks of intervention for the year. • Mary’s maze benchmark score = 4 mazes (<10th percentile) • Team sets goal at 15 mazes (>25th percentile) • Needed GROWTH = 11 mazes (15 – 4 = 11) • ROI = 11/30 or .37 mazes per week
Writing intervention goals • Intervention goal example - • In 30 weeks, Mary will correctly complete 15 mazes from grade 4 standard progress monitoring passages as measured by 3 minute silent reading probes. The expected weekly rate of improvement is .37 mazes per week.
Review of data The PST reviews each student's accumulated progress monitoring data on a specified schedule (generally, each student should be reviewed monthly). • Sample data management spreadsheet tool.
THANK YOU! gibbsdenise@aol.com
