Building Capability & Capacity for RTI within the Pyramid of Interventions

1. Building Capability & Capacity for RTI within the Pyramid of Interventions Summer GAEL July 2008 Paula Freer, Patrick Kennedy, Iva King, Lynn Pennington, Jennifer Schau, and Frank Smith 

2. SSTAGESTATS & Promos First Year (2007-08) • 3 Conferences = 1000+ participants (SOLD OUT!) • 9Symposia = 580+ participants • 5 Regional meetings Second Year (2008-09) • Sept. 9th & 10th Conference (Interventions) Dublin • Jan. 14th & 15th Conference (Best Practices) Athens

3. Georgia’s Student AchievementPyramid of Interventions and RTI is… …a multi-tiered system of instruction/intervention matched to student need and guided by student outcome data

4. RTI capability & capacity begins with building… Consensus • Common understanding • Answering the ‘why’ • Concepts communicated

5. …and continues with building… Infrastructure for implementation

7. Building Capability and Capacity • Effective problem solving process at each tier with identified team members, roles and responsibilities.

8. Tier 3 Tier 2 Tier 1 Problem Solving Teams Characteristics • Articulated goal/purpose • Defined responsibilities • & roles of members • Consistent multi-step • problem solving process • DATA drives decision • making • Alignment, • communication, • & connectedness • (with/to other teams) • On-going, embedded • professional learning • Evaluation of team • effectiveness IEP, Gifted, 504, ELL… Student Support Teams… _______ Teams… Prof. Learning Communities, Grade or Department…

9. Data-based Problem Solving • Focus on the individual student • Hypothesis-driven • Diagnostic assessment and in-depth analysis • Intervention matched to specific needs of the student • Infuses diverse expertise • Focus on groups of students • Common assessments and screening • (automatic triggers) • Standards-based and preplanned • interventions

10. Building Capability and Capacity • A coordinated system of assessment and progress monitoring (to include screening of all students, decision making rules, data collection, data analysis, measures of fidelity

11. A coordinated system of assessment and progress monitoring What data do you have that already exists at Tier 1? The next step is Universal or Targeted Screening – to identify students that lack basic skills

12. Definition of terms Universal Screening (or targeted screening) Designed as a first step in identifying children who may be at risk for difficulties and/or need additional services and supports. Benchmarks*: Activities required of all students at key points in their education to ensure that they are mastering designated performance standards in order to confirm their ongoing achievement of designated content standards (e.g., quarterly writing prompts; annual reading assessments). *GaDOE’s GPS Training (Day 3)

13. HOW? Individuals Teams Stations By WHOM? Paraprofessionals Teachers Specialists (i.e. psychologists, EIP, SLP, etc…) Administrators Others Universal screening 3x a year -

14. Academic Probes • Reading Early Literacy, Oral Reading Fluency, Vocabulary, and Maze • Math Early Numeracy and Math Curriculum-based Measurement (CBM) • Writing Total Words Written, Words Spelled Correct, and Correct Word Sequences,

15. Example of Universal Screening Data Mrs. Kaufman – 6th Grade Fall R-CBM

16. Behavior …is measured through observation and/or student self-monitoring • Two examples of behavior data: Frequency count - How many times did the behavior occur? Duration - How long did the behavior last?

17. Assessment at Tiers 2, 3 and 4 Progress Monitoring is a scientifically-based practice that is used to assess students’ academic and behavioral performance to evaluate the effectiveness of instruction. Progress Monitoring assesses the SAME basic skills over time to measure progress

18. Advantages of Using CBM • Quick to administer, simple, easy, and cost-efficient. • Performance is graphed and analyzed over time • Sensitive to even small improvements in performance This is KEY—as most standardized/norm-referenced tests do NOT show small, incremental gains. • Can have many forms — most standardized tests have a maximum of two forms. • Monitoring frequently enables staff to see trends in individual and group performance—and compare those trends with targets set for their students.

19. Progress Monitoring MUST … INFORM INSTRUCTION Teachers administer 1 or 2 probes that focus on key skills Teachers analyze results and adjust instruction accordingly

20. Example of Progress Monitoring Data Aimline= 1.50 words/week Trendline = 0.95 words/week

21. Example of decision making rules • Universal screening - ALL students - 3 times per year • Focus Tier II: Students with marked difficulties may include: • 10th percentile or less on universal screening • Level 1 on CRCT in Reading and/or Math • DNM on Georgia Writing Assessment • Retention • Excessive discipline referrals • Focus Tier III: Students that have not responded to Tier II efforts, i.e. • 4 or more data points showing no improvement or less than expected growth • Level 1 on CRCT

22. Building Capability and Capacity 3. A coordinated system of instructional/behavioral supports and programs with resources allocated (to include scheduling, research-based materials and practices, and staffing).

23. There is a great deal of confusing language being used to ‘qualify’ strategies, interventions, programs and practices Which is which? • Strategies ______________ • Interventions: • Scientifically-Based ______________ • Research-Based ______________ • Evidence-Based ______________

24. Strategies Strategy - “ a careful plan or method; the art of devising or employing plans or stratagems toward a goal.” Webster's dictionary Usually we hear strategy used in the context of a “teaching strategy”….. Let’s look at some examples…..

25. Strategy Examples Classroom Instruction that Works by Marzano/ASCD: Graphic organizers/Frayer Model Story map…. These are very often in Tier 1

26. Interventions are not . . .(North Georgia GLRS) Change seats More of the same Shortened assignments Retention Parent conference

27. Scientifically-Based Interventions(NASP-Harn, 2007) • Programs can be categorized into two groups: Scientifically proven —meaning scientific results have already been published in peer-reviewed journals using the previously described scientific rigor Only 5% of the available research on school reform strategies have demonstrated effects (National Clearinghouse for CSR,2003) Research-based—meaning the methods, content, materials, etc. were developed in guidance from the collective research and scientific community “There is an abundance of promotional literature that is often presented as “evidence.” Buyer beware! Work to the highest standard possible.” (National Clearinghouse for CSR,2003) Educators must examine and look for evidence before the money is spent and programs imposed on children.

28. Evidence-Based Interventions… …Do not meet the rigor or standards of scientifically- or research-based interventions. …Do include specific interventions supported by well-designed, independent research studies. There is evidence that they improve student outcomes (Effective School Interventions Rathvon, 1999). See examples of evidence-based interventions at: www.interventioncentral.org (interventions and strategies)

29. Interventions: Begin with the End in Mind Two guiding factors for intervention effectiveness (Torgesen et al. 2001): • The right level of intensity • Teacher (or interventionist) skill

30. Interventions should … • Be connected to a specific goal that is well-defined, observable and measurable • Have specific defined step-by-step descriptions so they can be • implemented consistently • and can be replicated • Include ongoing documentation of the student’s response to the intervention • Pass the “Stranger Test”

31. Effective Programs Interventions are effective when they are implemented with fidelity Fidelity = the practitioners use all the core intervention components skillfully, consistently (Fixen and Blase, 2006)

32. INTERVENTION Example For fifth grade students who scored in the lowest 10% on the universal reading screening in word fluency and comprehension, and are more than three years below grade level. Focus Examples: Great Leaps, Rewards… (e.g.’s of evidence based reading programs) SRA, Corrective Reading (e.g.’s research based) Intervention Grouping Homogeneous small group instruction (1:8) 30-45 minutes 3-4 times a week during study skills block for nine weeks Time Progress monitoring of CWPM/ORF (weekly) and a Maze (every two weeks) using Aimsweb and school-made assessments Assessment Paraprofessional team and reading coach Provider Setting Group meets in the media center or Ms. Quincy’s classroom Direct observation by reading coach using checklist every two weeks. Fidelity

33. Evidence-Based Effective School InterventionsNatalie Rathvon, 1999, NY: The Guilford Press • Easily taught to those doing interventions • Implemented using general classroom resources • Includes 76 empirically validated Interventions • Documented evidence of effectiveness • Capable of classwide application Important Step-by-Step Intervention Components: Format Procedure Overview/Purpose Evaluation Materials Variations Observation Notes/Source/Studies

34. Capability and Capacity It is crucial for administrators to be involved in the accountability and follow-up of interventions at ALL TIERS • Facilitating and documenting training for programs/interventions • Assigning responsibility for fidelity (observations and tracking documentation of interventions) • Scheduling to support effective interventions

35. Scheduling Considerations • When will the most adults be available? • Can students be easily regrouped? • Can students be grouped across grades? • What meaningful activities can be provided for students who do not need interventions? • Who will track data to determine when students need to be regrouped?

36. St Mary’s ES (Camden Co.) SEA = Students Enhancing Academics

37. Pike County MS (6th grade)

38. Union Grove HS (Henry County)

39. Possible Solutions • All teachers, including coaches & parapros are available during school hours • A school-wide intervention time facilitates re-grouping as needed. • Cross-grade grouping may be necessary for “low-incidence” student needs • Group size can vary greatly based on needs • Students not needing interventions can be challenged with SAT prep, yearbook, drama, science or writing clubs, academic bowl, etc.

40. Running the Schedule Effectively Schools must designate responsibilities: • Time for Teacher/Administrator teams to look at data regularly and regroup students according to progress • Trained personnel to assure fidelity and to fill-in when interventionists are out • Continuous Improvement Team for “tweaking” • ? Student teams to help design classes for students who do not need interventions ?

41. Building Capability and Capacity 4. Job-embedded professional development and ongoing teacher support that addresses relevant areas essential to effective implementation

42. RTI Pyramid Training Issues

43. What do we need today? • Random Acts of Improvement … • Squeezing in RTI where it’s possible? OR • Aligned Acts …. • Thoughtfully designed and planned?

44. Random Acts: Subjective data collection Inconsistent management of data Inconsistent use of teaching, learning and intervention Aligned Acts: Use of a data driven problem-solving process at ALL Tiers (vs. only at Tiers 3 & 4 in the past) Analyzing school data to target needs Documenting instructional practices which are defined and measured Consistent and ongoing evaluation of instructional practices How do these approaches differ?

45. Inserting RTI? • It is unreasonable to believe that RTI will fit neatly into you’re your existing system. • Expectations and beliefs about accountability must change.

46. Expectations for Educators • Tier I - owning all the students • Differentiated Instruction • Data Collection • Progress Monitoring

47. Training Priorities • Solid Understanding of the Tiered Intervention Process • Available Interventions • Oversight of the Process

48. Training Strategy • Develop a sequence of training issues that makes sense… • Be realistic about how much change can occur in a given time – mindset is the biggest issue • Become creative about reaching the primary training target – teachers • In addition to formal training, frequent informal consultation and follow-up is key

49. Finally… • Building leaders • Central Office staff • Parents

50. Building Capability and Capacity 5. A systematic plan with specified practices for parent/family communication and involvement.