1 / 38

Goose Creek CISD

Goose Creek CISD. Response to Intervention Training Part I. The Basics of RtI. Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist Educational Consultant. RtI Non-Negotiables. Foundations Federal Law (NCLB, IDEA 2004) State Rules and Regulations Case Law Format

maine
Télécharger la présentation

Goose Creek CISD

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Goose Creek CISD Response to Intervention Training Part I

  2. The Basics of RtI Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist Educational Consultant

  3. RtI Non-Negotiables • Foundations • Federal Law (NCLB, IDEA 2004) • State Rules and Regulations • Case Law • Format • District Problem Solving Philosophy (Tied to Mission Statement) • Campus Plans • Fidelity • Process implementation • Assessment Integrity

  4. From NCLB: “…holding schools, local education agencies, and States accountable for improving the academic achievement of all students…” and “…promoting schoolwide reform and ensuring the access of all children to effective, scientifically-based instructional strategies…” [PL 107-110 §1001(4) and (9)] From IDEA: “…to improve the academic achievement and functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible.” [20 U.S.C. 1400(c)(5)(E)]

  5. Problem Solving including RtI Bigger Picture: Why RtI? Previous Policy: Process-Driven; Outcomes Lacking Current Policy: Outcomes-Driven; All Students Future Experience: Full Implementation Problem Solving Model for and with Data-Based Decision Making & uses 3-Tier Model Scientifically-Based Interventions Scientifically-Based Data Systems

  6. Successful District RtI Plan • Led by General Education, Supported by Special Education • Infrastructure for a 3-Tiered Model • Problem-Solving Model Implemented with Integrity • Effective Collection and Use of Data • Decision Rules for Intervention Evaluation and Eligibility Determination • Technology to Manage and Document Data-Based Decision Making • Improved Academic and Behavior Outcomes for All Students

  7. RTI Key Practices • Using research-based, scientifically validated interventions/instruction • Monitoring student progress to inform instruction • Making decisions based on data • Using assessments for: (1) universal screening; (2) progress monitoring; and (3) diagnostics

  8. RtI: Problem Solving Assessment Interventions Student Instructional Level Supplemental Interventions 120 min per week additional Progress Monitoring Diagnostics 5% Progress Monitoring Diagnostics Student Instructional Level Supplemental Interventions 90 min per week additional 15% Universal Screening Progress Monitoring Grade Level Instruction/ Support 80%

  9. Tier 1: Core Instruction /Universal Interventions • Universal Screening: Academic • Continuous progress monitoring of grade level success

  10. Show Me the Data! Remember if it is not documented . . . Then IT DID NOT HAPPEN!

  11. Data Analysis Teaming • Review prepared data sets • Identify current performance of grade level • Set measurable goal(s) • Identify research‐based instructional strategies • Analyze suggested strategies • Select and agree to implement strategies • Plan logistics of strategy implementation

  12. Tier 2: Targeted Interventions • Rubric for decision making: decision rules, aim-line /goals, guidelines for increasing /decreasing support or changing intervention. • Focused continuous progress monitoring that increases with intensity of instruction and intervention

  13. Strategic Interventions • Must meet NCLB standards • Interventions linked to the student instructional level • Intervention “links” to the problem definition • Training for use

  14. Data Documentation: Tier 2 • Updated Tier 1 documentation • Baseline data (instructional level) • Aim Line or Goal • Intervention selected (research-based) • Progress monitoring data ( Slope of Improvement) • Comparison with evidenced based norms • Interventions/Fidelity • Observations

  15. Tier 3: Intensive Interventions • Rubric for decision making: decision rules, aim-line /goals, guidelines for increasing /decreasing support or changing intervention. • Focused continuous progress monitoring that increases with intensity of instruction and intervention • Pattern of inadequate responses may lead to refer for Section 504 or Special Education

  16. Data Documentation: Tier 3 • Updated Tier 1 documentation • Updated Universal Screening • Updated Benchmarks • Slope of Improvement • Interventions/ Fidelity Documentation • Observations

  17. Problem Solving Process

  18. RtI Critical Questions • What exactly do we expect all students to learn? • How will we know if they’ve learned it? • How will we respond when some students don’t learn it? • How will we respond when some students have already learned?

  19. Connections • What exactly do we expect all students to learn? • How will we know if they’ve learned it? • How will we respond when some students don’t learn it? • How will we respond when some students have already learned? • Core program • Standards • Alignment Documents

  20. Connections • What exactly do we expect all students to learn? • How will we know if they’ve learned it? • How will we respond when some students don’t learn it? • How will we respond when some students have already learned? • Progress monitoring • Universal screener • In program assessments

  21. Connections • What exactly do we expect all students to learn? • How will we know if they’ve learned it? • How will we respond when some students don’t learn it? • How will we respond when some students have already learned? • Interventions • Decision rules • Protocol

  22. Connections • What exactly do we expect all students to learn? • How will we know if they’ve learned it? • How will we respond when some students don’t learn it? • How will we respond when some students have already learned? • Decision rules • Protocol

  23. Essential Component of RtI: Problem-Solving Method What is the problem? Why is it happening? Did it work? What should be done about it?

  24. Problem-Solving Process • Identify and analyze the problem (including collection of baseline data) • Generate a hypotheses and possible intervention strategies • Implement an intervention plan with data collection • Analyze the data and reviewing/ revising interventions as needed

  25. Team Data Analysis • Review prepared data sets (Referral) Consultation / Case Facilitation • Scheduled meeting and attendance • Evidence of linking problem identification to intervention

  26. Team Data Analysis • Evidence of analysis of data • current performance of grade level • baseline reference • measurable goal(s) • research based instructional strategies • analysis suggested strategies • logistics of strategy implementation (Who, What, When, Where)

  27. Assessment of Learning Outcome Measurement • Provides data about what has been accomplished over a period of time • Provides broader information about programs and student learning Screening • Predicts which students are likely to experience difficulty • Identifies students who are at-risk and in need of further diagnostic assessment RIDE PreK-12 Literacy Policy December 2005

  28. Assessment for Learning Progress Monitoring • Informs the teacher about a student’s progress • Determines if the student is making progress • Provides timely measures to inform instruction Diagnostic Measurement • Provides more precise and in-depth analysis of a student’s strengths and weaknesses • Determines more specifically problematic areas for the student RIDE PreK-12 Literacy Policy December 2005

  29. Team Process: The Basics • Maintain confidentiality. • Hold meetings in a timely manner • Display agenda during meeting • Set clear time limits. • Access and use auxiliary personnel and • other appropriate resources. • Have members that represent a variety • of experience and expertise: knowledge • of classroom management, curriculum • and instruction, and student motivation.

  30. Deciphering Intervention Plan Intensity

  31. Legal “Minefields” of RtI Data • Defining an intervention process (consistency) • Documenting access to instruction • Interpreting data • Communication and consensus • Aligning data to tell the student’s learning story • Too broad or too narrow focus on data

  32. Tip #1 Know your District’s RtI Rubric (Expectations)

  33. Tip # 2: Know Your Assessments

  34. Tip #3: Know Your Instruction

  35. Lessons Learned • Staff Awareness of confirmatory bias • Consistency in decision making • Most common Interpretation errors

  36. What is Important to Educators? • A process that does not add to their current job expectations • Assessment and Documentation that is user-friendly and understandable • No Need for Additional Staff • Meets requirements of IDEA, NCLB, and OCR

  37. Questions

  38. Andrea Ogonosky www.facebook.com/pages/Academic-BehaviorInterventions/184751798229934

More Related