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RtI Day 2 EXCEED Trainer of Trainers

RtI Day 2 EXCEED Trainer of Trainers. SDUSD October 2011 Linda Trousdale Michelle Crisci Several slides were adapted from: Washoe County School District, Implementation Manual 2010-2011. Presentation Outcomes. Understand the problem solving process

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RtI Day 2 EXCEED Trainer of Trainers

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  1. RtI Day 2EXCEEDTrainer of Trainers SDUSD October 2011 Linda Trousdale Michelle Crisci Several slides were adapted from: Washoe County School District, Implementation Manual 2010-2011

  2. Presentation Outcomes • Understand the problem solving process • Understand the flow of the tiered meetings (events) • Understand how interventions, progress monitoring, forms and events are integrated into the EXCEED product

  3. DEFINE THE PROBLEM What is the problem? EVALUATE Did our intervention plan work? ANALYZE Why is the problem happening? DEVELOP AN INTERVENTION PLAN What can be done about it?

  4. Problem IdentificationWhat is the problem? A problem is identified and defined as the difference between what is expected and what occurs. Well defined problems are both observable and measurable.

  5. Expected Student will meet grade-level standards in reading. Student will be respectful in class. High achieving student will get an A in geometry. Occurred Student performs below grade-level. Student is disruptive in class. High achieving student earned a B in geometry. Non-examples of Problems

  6. Expected Student will receive a RIT score of 186 on MAP Reading (second grade). Student will remain seated and raise hand quietly to gain teacher attention 100% of opportunities in the classroom setting. At least 80% of students will meet grade level standards. Occurred Student received a RIT score of 170 on MAP Reading (second grade). Student raises hand to gain teacher attention 1 out of 5 opportunities. 4 out of 5 opportunities, he loudly stated his question, sometimes interrupting instruction. 62% of students meeting grade-level standards. Examples of Problems Observable and Measurable

  7. Problem AnalysisWhy is the problem happening? • Data generated from the Problem Analysis leads to a clear hypothesis about the cause of the problem (Academic Summary Form) • Data should be considered in the context of student’s familial, cultural, language, and economic background (Extrinsic Factors Form).

  8. Problem AnalysisWhy? • Consider the interaction between instruction, curriculum, environment, and the learner (Academic and Behavioral Summary Forms). • Information from a variety of sources, review of existing information, interviews, observations, and testing results (RIOT, Hosp, 2006/ Parent and Student Interview Forms).

  9. ICELInstruction, curriculum • Instruction (Universally Designed Instruction) • Systematic Explicit Instruction • Skills are taught from less to more complex using direct, clear and concise instructional language • Differentiated instruction, delivery, content, and level • Flexible groupings, whole-group, small-group, and individual • Curriculum • A curriculum based on Common Core Standards

  10. ICELEnvironment • Environment • Active student engagement (rates of opportunities to respond, ample practice time, prompt corrective feedback) • Effective classroom management (explicit instruction on expected behaviors and routines, 4:1 positive to negative feedback loop, quick and efficient feedback times, and consistent instructional response to misbehavior)

  11. Plan ImplementationWhat can be done about the problem? • Data collected during Problem Identification and Problem Analysis is used to determine: • Goals for the student • Intervention plan • Progress monitoring plan • Communication between involved staff and parents

  12. Plan EvaluationDid it work? • Did the intervention happen as scheduled? • Did the student show progress toward achieving the goal? • Did the intervention match the skill deficit? • Do I need to continue the intervention as planned? Adjust the frequency and intensity? Or develop a new plan?

  13. Problem SolveWhat might that look like? • Dedicate PLC meeting time (Tier 1) to define class progress, screening methods, analyze concerns, and determine an RtI team to develop and implement interventions and monitor progress. • Dedicate Grade Level meeting time (Tier 1)to define student and grade level progress, screening methods, analyze concerns, and determine an RtI team to develop and implement interventions and monitor progress. • Dedicate ILT meeting time (Tier 2) to define school-wide progress, analyze concerns, and develop a school plan for instructional improvement and monitor progress on the plan.

  14. DEFINE THE PROBLEM What is the problem? EVALUATE Did our intervention plan work? ANALYZE Why is the problem happening? DEVELOP AN INTERVENTION PLAN What can be done about it?

  15. Problem Solving at Tier 1 • Ask: • Who would I discuss this problem with at my site? • What interventions do I already have in place at Tier 1? • Am I providing an intervention (something I do with the student) or an accommodation (something that is done to the student -e.g., move seat)

  16. Tier 1 Classroom InterventionsAccomplished through frequent small group instruction organized by using consistent assessment of learning Changes in instructional practice • Planning Instruction • Managing Instruction • Delivering Instruction • Evaluating Instruction Peer Assisted Learning Strategies • Practice • Multiple mass opportunities to respond • Immediate corrective feedback

  17. Problem Solving at Tier 2 • Ask: • Who would I discuss this problem with at my site? • What interventions do I already have in place at Tier 2? • Are they working or could I adjust them to be more effective? • Do I need to do a Request for Assistance to bring a larger group together to problem solve with me?

  18. Tier 2Targeted Intervention, an approximation of the Skill Deficit Scheduling (ILT) Intervention (PLC) Fluid and flexible small groups (4-6 students) located in classroom School-wide common intervention period such as SURGE (secondary) Student scheduled into existing intervention period of 12-14 students (secondary) • Computer Assisted Instruction (PSI) • Direct instruction in small groups delivered by credentialed educator • Immediate , frequent, and explicit feedback • Guided practice • Relevant independent practice • Keeping students interested and motivated

  19. Problem Solving at Tier 3 • Ask: • Who would I discuss this problem with at my site that has expertise in this area? • What interventions do I already have in place at Tier 1 and 2? • Are they working or could I adjust them to be more effective? Increase intensity, frequency & duration • Should I convene a Tier 3 Individual Instruction support meeting?

  20. Tier 3a Problem Solving TeamsSystemic problem solving is what differentiates PST from traditional SST’s • 1. Problem Identification. What is the difference between what is expected and what is occurring? • 2. Problem Analysis. Why is the problem occurring ? • 3. Developing a Hypothesis. What are the students needs? • 4. Plan Development. What is the goal? What is the intervention plan to meet this goal? How will progress be monitored? • 5. Plan Implementation. How will intervention integrity be ensured? • 6. Plan Evaluation. Was the Intervention Plan Successful? EXCEED documents all of #4

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