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 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 §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)]

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

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

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

Tier 1: Core Instruction /Universal Interventions ACADEMIC Quality core instruction and strategies Differentiated Instruction Embedded Interventions January Universal Screening: Academic Continuous progress monitoring of grade level success

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

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 11

Tier 2: Targeted Interventions ACADEMIC Strategic and supplemental Standard protocol / evidence-based Small group (5:1) January 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

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

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

Tier 3: Intensive Interventions ACADEMIC Increased strategic and supplemental Group size decreased (3:1) January 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

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

PROBLEM SOLVING PROCESS

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?

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 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? Progress monitoring Universal screener In program assessments 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? Interventions Decision rules Protocol 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? Decision rules Protocol 22

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

Problem-Solving Process 1. Identify and analyze the problem (including collection of baseline data) 2. Generate a hypotheses and possible intervention strategies 3. Implement an intervention plan with data collection 4. Analyze the data and reviewing/ revising interventions as needed

Review prepared data sets (Referral) Consultation / Case Facilitation Scheduled meeting and attendance Evidence of linking problem identification to intervention 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) 26 Team Data Analysis

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

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

Team Process: The Basics 29 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.

TierWhoWhatWhereWhen 3 Interventionist Teacher Supplemental Core Small group Classroom 45 min daily Daily 2 Interventionist Teacher Supplemental Core Small group Classroom 30 min 3 x week Daily 1 Teacher Lesson Plans Differentiation Products ClassroomDaily Deciphering Intervention Plan Intensity

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

TIP #1 KNOW YOUR DISTRICT’S RTI RUBRIC (EXPECTATIONS)

TIP # 2: KNOW YOUR ASSESSMENTS

TIP #3: KNOW YOUR INSTRUCTION

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

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

Questions

Andrea Ogonosky BehaviorInterventions/