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Flipping the Inverted RtI Triangle

Flipping the Inverted RtI Triangle. Using CBM and Targeted Intervention to Remediate Instructional Deficits. Introduction. “win e arly, win small, win often.” MCREL-”Success in Sight”. Intervention????. Introduction. Outcomes

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Flipping the Inverted RtI Triangle

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  1. Flipping the Inverted RtI Triangle Using CBM and Targeted Intervention to Remediate Instructional Deficits

  2. Introduction “win early, win small, win often.” MCREL-”Success in Sight”

  3. Intervention????

  4. Introduction Outcomes • Review the Response to Instruction process as a context for meeting the needs of ALL mathematics students • Examine and integrate Curriculum-Based Measurement into an intervention framework • Evaluate the essential elements of an intervention protocol to insure success

  5. Understanding the Triangle and the Three Tier Model Response to Instruction

  6. Problem Solving Problem Solving Problem Solving Response to Instruction We’ll be here for most of today’s discussion. Tier III Data-based Decision Making Across the Tiers Intense, Individualized Support This is essential to success! Tier II Targeted, Supplemental Supports Tier I Core curriculum, instruction, & learning environment

  7. Tier 1: Core Curriculum • Research-Based/Evidenced • Fidelity • Viability Core curriculum, instruction, & learning environment

  8. Tier 2: Targeted Intervention • Strategic • Targeted • Supplemental • Progress monitored Targeted, Supplemental Supports

  9. Tier 3: Intensive Support • Formal Process • Increase in service/support • Increase learning rate Intense, Individualized Support

  10. A Tool to Support Tier 2 Intervention Curriculum-Based Measurement

  11. Curriculum-Based Measurement “CBM is an alternative to a lengthy assessment. It should be efficient and provide information that will guide and inform instruction and improve student outcomes.” -Hosp, Hosp, and Howell

  12. Curriculum-Based Measurement • What we need to know? • Standard directions • Timing device • Performance standards • Record forms or charts

  13. Curriculum-Based Measurement • What are the advantages? • Efficiency • Alignment • Progress Monitoring

  14. Curriculum-Based Measurement • What decisions can I make? • Screening decisions • Progress-Monitoring decisions • Diagnostic decisions • Outcome decisions

  15. Curriculum-Based Measurement • It does everything but… Teach

  16. Curriculum-Based Measurement General CBM Resources Math CBM Resources Aimsweb Minneapolis Public Schools Monitoring Basic Skills Progress • Intervention Central • National Center on Student Progress Monitoring • Big Ideas in Beginning Reading • Research Institute on Progress Monitoring • The ABC’s of CBM

  17. An Overview of the Process Tier 2: Targeted Intervention

  18. Targeted Intervention • Based on data you administer a CBM to your students targeting… • You determine which students are not meeting an adequate level of proficiency • It’s time to implement an intervention Remember, the CBM is the measurement tool not the instruction.

  19. Targeted Intervention • Who will provide the instruction? • Teacher • Interventionist • Paraprofessional • How/Where will it be provided? • Small Group • In/out of the classroom

  20. Targeted Intervention • How long will you sustain the intervention? • Number of weeks • It is not all year • How often will students engage in the intervention? • 2-5 times a week • Can be instruction and/or practice • How long will each session last?

  21. Targeted Intervention • How will we know if it is working? • Progress-monitoring of course • CBM administered based on skill chosen and duration/frequency/intensity of intervention • What do we do now? • Some students succeed • Some may need another “dose” • Some need different intervention/instruction The data will help answer these questions.

  22. In Closing Remember: “win early, win small, win often.” • Really “work” the core • Use CBM to identify student deficits • Plan-Design-Implement Targeted Intervention • Provide needs-based instruction • Monitor progress and be guided by data

  23. In Closing How did we do? Outcomes • Review the Response to Instruction process as a context for meeting the needs of ALL mathematics students • Examine and integrate Curriculum-Based Measurement into an intervention framework • Evaluate the essential elements of an intervention protocol to insure success

  24. Thank you All session materials are available at: http://robertbeam.edublogs.org

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