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Response to Intervention: Using Data to Enhance Outcomes for all Students. Amanda VanDerHeyden Education Research and Consulting, Inc. 16 x 3 = 48 hours. Data allow us to. Provide faster, more effective services for ALL children
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Response to Intervention: Using Data to Enhance Outcomes for all Students Amanda VanDerHeyden Education Research and Consulting, Inc.
Data allow us to • Provide faster, more effective services for ALL children • Work “smarter” not harder, better utilize the talents of the school psychologist and school-based assessment and intervention teams. • Make implementation SIMPLE and EASY for teachers (low cost, few errors) • Prevent diagnosis
What is RTI? • A science of decision making and way of thinking about how educational resources can be allocated (or reallocated) to best help all children learn • Major premium on child outcomes
STEEP Model Screening to Enhance Educational Progress
Tier 1: Screening • Screening • Math Screening • 2 minutes. Scored for Digits Correct • Writing Screening • 3 Minutes. Scored for Words Written Correctly • Reading Screening • 1 Minute. Scored for Words Read Correctly
Tier 2: Can’t Do/Won’t Do Assessment • “Can’t Do/Won’t Do” • Individually-administered • Materials • Academic material that student performed poorly during class assessment. • Treasure chest: plastic box filled with tangible items. 3-7 minutes per child
Response to Intervention Before Intervention During Intervention #Correct Avg. for his Class Each Dot is one Day of Intervention Intervention Sessions Intervention in Reading
Response to Intervention Before Intervention During Intervention #Correct Avg. for his Class
Vehicle for System Change:System-wide Math Problem Instructional range Frustrational range Each bar is a student’s performance
Re-screening Indicates No Systemic Problem Fourth Grade
Effect on SAT-9 Performance VanDerHeyden & Burns, 2005
Effect on CBM Scores VanDerHeyden & Burns, 2005
Computation Gains Generalized to High Stakes TestImprovements (Gains within Multiple Baselineshown as pre-post data)
District-wide Implementation Data • Vail Unified School District • www.vail.k12.az.us • Three years, system-wide implementation of STEEP grades 1-8
System Outcomes • Referrals reduced greater than half • % who qualify improved at 4 of 5 schools • SLD down from 6% of children in district in 2001-2002 (with baseline upward trend) to 3.5% in 2003-2004 school year • Corresponding gains on high-stakes tests (VanDerHeyden & Burns, 2005) • Intervention successful for about 95 to 98% of children screened VanDerHeyden, Witt, & Gilbertson, 2007
Cost Reduction VanDerHeyden, Witt, & Gilbertson, 2007
Findings • Diverse settings, psychologists of diverse backgrounds and no prior experience with CBM or functional academic assessment • Disproportionate representation of males positively affected VanDerHeyden, Witt, & Gilbertson, 2007
Team Decision-Making Agreement VanDerHeyden, Witt, & Gilbertson, 2007
Team Decision-Making VanDerHeyden, Witt, & Gilbertson, 2007
Identification Accuracy VanDerHeyden, et al., 2003
Percent Identified at each Tier VanDerHeyden, et al., 2003
What Proportion of Ethnicity Represented Before and After Intervention in Risk Category? VanDerHeyden & Witt, 2005
Screening tells you • How is the core instruction working? • What problems might exist that could be addressed? • Most bang-for-the-buck activity • Next most high-yield activity is classwide intervention at Tier 2.
Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Any Curriculum Area 1-5% 1-5% 5-10% 5-10% Students 80-90% 80-90% Dave Tilly, 2005
Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Any Curriculum Area 1-5% 1-5% 5-10% 5-10% Students 80-90% 80-90% Dave Tilly, 2005
Intervention Plan- 15 Min per Day • Protocol-based classwide peer tutoring, randomized integrity checks by direct observation • Model, Guide Practice, Independent Timed Practice with delayed error correction • Group performance contingency • Teachers encouraged to • Scan papers for high error rates • Do 5-min re-teach for those with high-error rates • Provide applied practice using mastery-level computational skill
Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Any Curriculum Area 1-5% 1-5% 5-10% 5-10% Students 80-90% 80-90% Dave Tilly, 2005
Tier 3 • Assessment Data • Instructional level performance • Error analysis (high errors, low errors, pattern) • Effect of incentives, practice, easier task • Verify intervention effect • Same implementation support as Tier 2 • Instructional-level materials; Criterion-level materials
Tier 3 • Implement for 5-15 consecutive sessions with 100% integrity • Link to referral decision • Weekly graphs to teacher and weekly generalization probes outside of classroom, supply new materials • Troubleshoot implementation weekly