Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Advanced Individual Problem Solving: Evaluating ICEL Spring Conference April

Research-Based Core Curriculum w/ Strong Instruction Tier 2/3 Supplement al Intervention ASSESSMENT Formal Diagnostic As needed Formal Diagnostic As needed Progress Monitoring Weekly-Monthly Progress Monitoring Weekly-Monthly Universal Screening 3 times/year Universal Screening 3 times/year DATA-BASED DECISION MAKING Individual Problem Solving Team Schoolwide Screening reviewed 3 times/year Schoolwide Screening reviewed 3 times/year INSTRUCTION Tier 2/3 Supplement al Intervention Intervention Review Team 6-8 weeks Intervention Review Team 6-8 weeks Tier 3 Individualize d Intervention Individual Problem Solving Team 6-8 weeks Individual Problem Solving Team 6-8 weeks SPED referral?

Oregon Response to Intervention Before Individual Problem Solving, consider… Has core instruction been purposely addressed? (e.g. 100% meetings, etc.) Have Tier 2 interventions been delivered with fidelity? How do you know? Have decision rules been created AND followed? 3

Oregon Response to Intervention Overview of Individual Problem Solving

Oregon Response to Intervention The Water… 5 I C E Focus on “the water”- Instruction Curriculum Environment

6 Student Learning Instruction:Curriculum: Environment:Learner: How you teach What you teach Where you teach Who you teach

Oregon Response to Intervention 7 We can control the how, what, and where. We don’t have much control over the who.

8 The Problem Solving Process Improved Student Achievement 2. Problem Analysis 1. Problem Identification 3. Plan Development 4. Plan Implementation & Evaluation What is the problem? Why is the problem occurring? What are we going to do about the problem? How is it working?

Problem Solving Form 9

10 The Problem Solving Process Improved Student Achievement 2. Problem Analysis 1. Problem Identification 3. Plan Development 4. Plan Implementation & Evaluation What is the problem? Why is the problem occurring? What are we going to do about the problem? How is it working?

Hypothesis Development 11 Instruction:Curriculum: Environment:Learner: ?? ??

Oregon Response to Intervention ICEL 12

Oregon Response to Intervention Talk Time 13 What effective practices/features did you notice about… INSTRUCTIONCURRICULUMENVIRONMENT What questions/concerns, suggestions did you have about… INSTRUCTIONCURRICULUMENVIRONMENT

Oregon Response to Intervention Collecting Information: RIOT RIOTRIOT 14 - Review - Interview - Observe - Test

Hypothesis Development 15 Instruction:Curriculum: Environment:Learner: RIOT

INSTRUCTION 17 Instruction:Curriculum: Environment:Learner: ?? ??

Oregon Response to Intervention When it comes to interventions… “It is clear that the program is less important than how it is delivered, with the most impressive gains associated with more intensity and an explicit, systematic delivery” Fletcher & colleagues,

Oregon Response to Intervention 19 Instruction: Examples Who knows…? I do, we do, y’all do, you do 1-2 OTR’s/min8-12 OTR’s/min <50% errors corrected % errors corrected Targets for Intervention

Oregon Response to Intervention Evaluating INSTRUCTION Is attendance consistent? Is instruction explicit? Is there a high rate of student opportunities to respond? Is corrective feedback consistently provided? 20 R EVIEW I NTERVIEW O BSERVE T EST R EVIEW O BSERVE

Oregon Response to Intervention Evaluating INSTRUCTION Is attendance consistent? –Students cannot benefit from instruction they do not receive. –How many instructional sessions (core & interventions) have students attended? 21 R EVIEW Cor e 28/30 = 93%Intervention Sessions 22/30 = 73% R EVIEW

Oregon Response to Intervention Evaluating INSTRUCTION Is instruction explicit? Is there a high rate of student opportunities to respond? Is corrective feedback consistently provided? 22 O BSERVE 1-2 OTR’s/min8-12 OTR’s/min

Oregon Response to Intervention Evaluating INSTRUCTION Activity Observed (Total time) Student Opportunities to Respond Student ErrorsErrors Corrected Intervention – small group direct instruction 10 minutesIIII IIII IIII IIII IIII IIII II 82 IIII IIII III 23 IIII 4 Notes: Lots of explicit modeling and guided practice. Pacing: 82 OTR’s in 10 minutes = 8.2 OTR’s per minute Corrective Feedback: 4 out of 23 errors corrected = 17% of errors corrected 23 O BSERVE

Domain Relevant Known Information CoreInterventions I nstruction Is attendance consistent? Is instruction explicit enough? How is the pacing? How many student opportunities to respond? Is corrective feedback provided? % of days attended: 97% Explicitness of Instruction: Good Pacing: 25 OTR’s during 10 min observation = 2.5 /min % of student errors corrected: % of days attended: 97% Explicitness of Instruction: Good Pacing: 82 OTR’s during 10 min observation = 8.2 /min % of student errors corrected: 17% C urriculum Is curriculum taught with fidelity? Are skills taught matched to student need? Is curriculum the right level of difficulty? E nvironment Physical setup conducive to learning? Does behavior management system support student learning? Do peer or other distractions impede learning? L earner Are there health/developmental concerns? Parental concerns? English language difficulties? Current and past academic skills? Targets for Intervention (INSTRUCTION) Consistent corrective feedback More opportunities to respond during Core Targets for Intervention (INSTRUCTION) Consistent corrective feedback More opportunities to respond during Core

What are you already doing? What do you need to add? Attendance Pacing, Feedback, Explicitness Principal (walkthroughs) Counselo r Lit Specialist ???

CURRICULUM 27 Instruction:Curriculum: Environment:Learner: ?? ??

Oregon Response to Intervention 28 Curriculum: Examples Frustrational (<80%) Instructional (>80-90%) Weak (<80%)Strong (>80%) Targets for Change Not matched to need Matched to need

Oregon Response to Intervention Evaluating CURRICULUM 29 1.Is it matched to the student’s skill need? 1.Is it at the right difficulty level for the student to learn (accuracy)? 2.Is it being delivered with fidelity? R EVIEW I NTERVIEW O BSERVE T EST R EVIEW

Oregon Response to Intervention 1. Matching data to skill need Curricula Core instruction/Small group Intervention

Vocabulary Phonemic Awareness Phonics and Word Recognition Phonics and Word Recognition Fluency Accuracy, Prosody & Rate Fluency Accuracy, Prosody & Rate Reading Comprehension Print Concepts Foundational Skills Reading Comprehension

Oregon Response to Intervention How do data match to the Big 5?

The Big 5 & Interventions

Oregon Response to Intervention Evaluating CURRICULUM 34 1.Is it matched to the student’s skill need? 1.Is it at the right difficulty level for the student to learn (accuracy)? 2.Is it being delivered with fidelity? R EVIEW I NTERVIEW O BSERVE T EST O BSERV E R EVIEW

Oregon Response to Intervention Right Difficulty Level? Core instruction (small group) Intervention Instructional Level (>80- 90%) Frustrational Level (<80%)

Oregon Response to Intervention Student Accuracy: Work Sample R EVIEW

Oregon Response to Intervention Activity Observed (Total time) Student Opportunities to Respond Student ErrorsErrors Corrected Intervention – small group direct instruction 10 minutesIIII IIII IIII IIII IIII IIII II 82 IIII IIII III 23 IIII 4 Notes: Lots of explicit modeling and guided practice. Pacing: 82 OTR’s in 10 minutes = 8.2 OTR’s per minute Corrective Feedback: 4 out of 23 errors corrected = 17% of errors corrected Student Accuracy: 59/82 answers correct = 71% Student Accuracy: Observation 37 O BSERVE

Oregon Response to Intervention Right Difficulty Level If the student is not accurate, determine if the cause is the INSTRUCTION, the CURRICULUM or both. The cause may be INSTRUCTION if: –Student errors are not consistently corrected (Goal = over 90% of errors corrected) The cause may be CURRICULUM if: –Student errors are consistently corrected, and they continue to make a lot of errors.

Oregon Response to Intervention Activity Observed (Total time) Student Opportunities to Respond Student ErrorsErrors Corrected Intervention – small group direct instruction 10 minutesIIII IIII IIII IIII IIII IIII II 82 IIII IIII III 23 IIII 4 Notes: Lots of explicit modeling and guided practice. Pacing: 82 OTR’s in 10 minutes = 8.2 OTR’s per minute Corrective Feedback: 4 out of 23 errors corrected = 17% of errors corrected Student Accuracy: 59/82 answers correct = 71% Student Accuracy: Observation 39 O BSERVE

Oregon Response to Intervention Evaluating CURRICULUM 40 1.Is it matched to the student’s skill need? 1.Is it at the right difficulty level for the student to learn (accuracy)? 2.Is it being delivered with fidelity? R EVIEW I NTERVIEW O BSERVE T EST O BSERV E

Oregon Response to Intervention Core (small group) Interventions Fidelity Extra practice

Domain Relevant Known Information CoreInterventions I nstruction for example… Is attendance consistent? Is instruction explicit enough? How is the pacing? How many student opportunities to respond? Is corrective feedback provided? % of days attended: 97% Explicitness of Instruction: Good Pacing: 25 OTR’s during 10 min observation = 2.5 /min % of student errors corrected: % of days attended: 97% Explicitness of Instruction: Good Pacing: 82 OTR’s during 10 min observation = 8.2 /min % of student errors corrected: 17% C urriculum for example… Are skills taught matched to student need? Is curriculum the right level of difficulty? Is curriculum taught with fidelity? Student Instructional Need: Phonics Small Group Instruct. Focus: None % of correct student answers: Low Fidelity data: No Small group Student Instructional Need: Phonics Intervention Instruct. Focus: Phonics % of correct student answers: 71% Fidelity data: 85% (No corrective feedback) E nvironment for example… Physical setup conducive to learning? Does behavior management system support student learning? Do peer or other distractions impede learning? L earner for example… Are there health/developmental concerns? Parental concerns? English language difficulties? Current and past academic skills? Targets for Intervention (CURRICULUM) More small group during core (focused on phonics) Follow error correction procedure in curriculum Ensure appropriate instructional level of curriculum placement Targets for Intervention (CURRICULUM) More small group during core (focused on phonics) Follow error correction procedure in curriculum Ensure appropriate instructional level of curriculum placement

What are you already doing? What do you need to add? Attendance Pacing, Feedback, Explicitness Principal (walkthroughs) Counselo r Lit Specialist ??? Intervention match to need Student success rate, fidelity Lit Specialist Student success rate, fidelity Principal (walkthroughs)

ENVIRONMENT 45 Instruction:Curriculum: Environment:Learner: ?? ??

Oregon Response to Intervention 46 Environment: Examples Not defined Explicitly taught & reinforced Low rate of reinforcement Mostly positive (4:1) Chaotic & distracting Organized & distraction-free Targets for Intervention

Oregon Response to Intervention Evaluating ENVIRONMENT 1.Is the physical setup of the instruction area conducive to learning? 1.Does the behavior management system support student learning? R EVIEW I NTERVIEW O BSERVE T EST O BSERVE I NTERVIE W

Oregon Response to Intervention Can the teacher easily monitor the students? Is the instructional area free from distractions? Can students easily share answers with each other? Physical Arrangement

Oregon Response to Intervention Evaluating ENVIRONMENT 1.Is the physical setup of the instruction area conducive to learning? 1.Does the behavior management system support student learning? R EVIEW I NTERVIEW O BSERVE T EST I NTERVIEW O BSERVE

Oregon Response to Intervention Behavior Management System Are the expectations clear? –Are expectations followed through? Are students receiving enough reinforcement (at least 4:1 positive ratio)?

Domain Relevant Known Information CoreInterventions I nstruction for example… Is attendance consistent? Is instruction explicit enough? How is the pacing? How many student opportunities to respond? Is corrective feedback provided? % of days attended: 97% Explicitness of Instruction: Good Pacing: 25 OTR’s during 10 min observation = 2.5 /min % of student errors corrected: % of days attended: 97% Explicitness of Instruction: Good Pacing: 82 OTR’s during 10 min observation = 8.2 /min % of student errors corrected: 17% C urriculum for example… Are skills taught matched to student need? Is curriculum the right level of difficulty? Is curriculum taught with fidelity? Student Instructional Need: Phonics Small Group Instruct. Focus: None % of correct student answers: Fidelity data: No Small group Student Instructional Need: Phonics Intervention Instruct. Focus: Phonics % of correct student answers: 71% Fidelity data: 85% (No corrective feedback) E nvironment for example… Physical setup conducive to learning? Does behavior management system support student learning? Physical Setup: Organized, no distractions Behavior Management System: Schoolwide PBIS Physical Setup: Organized, no distractions Behavior Management System: None L earner for example… Are there health/developmental concerns? Parental concerns? English language difficulties? Current and past academic skills? Targets for Intervention (ENVIRONMENT) Create behavior management system to improve student motivation Targets for Intervention (ENVIRONMENT) Create behavior management system to improve student motivation

What are you already doing? What do you need to add? Attendance Pacing, Feedback, Explicitness Principal (walkthroughs) Counselo r Lit Specialist ??? Intervention match to need Student success rate, fidelity Lit Specialist Student success rate, fidelity Principal (walkthroughs) Physical setup of room Behavior Management School Psych

LEARNER 54 Instruction:Curriculum: Environment:Learner: ?? ??

LEARNER 55

Oregon Response to Intervention 56 Learner: Examples No English Advanced English speaker Well below benchmarks At benchmarks Off-task, disruptive, disengaged Focused & attentive

Oregon Response to Intervention Evaluating LEARNER 1. Are there health/developmental concerns? 2. Parental concerns? Behavior issues? 3. English language difficulties? 4. Current and past academic skills ? 57 R EVIEW I NTERVIEW O BSERVE T EST R EVIEW I NTERVIEW T EST

Oregon Response to Intervention Evaluating LEARNER 1. Are there health/developmental concerns? –Developmental history –Health and vision records 58 R EVIEW

Oregon Response to Intervention Evaluating LEARNER 2. Parental Concerns? Behavior issues? –What are the parents concerned about? What can they tell you about the student’s history? –Do significant behavioral issues interfere with student learning? –Is a Functional Behavior Assessment needed? 59 I NTERVIEW

Oregon Response to Intervention Evaluating LEARNER 3. English language difficulties? 4. Current and past academic skills ? –What is the student’s native language? Primary language spoken at home? Level of acculturation? –What skills does the student have and what skills are they missing? 60 T EST

Domain Relevant Known Information CoreInterventions I nstruction for example… Is attendance consistent? Is instruction explicit enough? How is the pacing? How many student opportunities to respond? Is corrective feedback provided? % of days attended: 97% Explicitness of Instruction: Good Pacing: 25 OTR’s during 10 min observation = 2.5 /min % of student errors corrected: % of days attended: 97% Explicitness of Instruction: Good Pacing: 82 OTR’s during 10 min observation = 8.2 /min % of student errors corrected: 17% C urriculum for example… Are skills taught matched to student need? Is curriculum the right level of difficulty? Is curriculum taught with fidelity? Student Instructional Need: Phonics Small Group Instruct. Focus: None % of correct student answers: Fidelity data: No Small group Student Instructional Need: Phonics Intervention Instruct. Focus: Phonics % of correct student answers: 71% Fidelity data: 85% (No corrective feedback) E nvironment for example… Physical setup conducive to learning? Does behavior management system support student learning? Physical Setup: Organized, no distractions Behavior Management System: Schoolwide PBIS Physical Setup: Organized, no distractions Behavior Management System: None L earner for example… Are there health/developmental concerns? Parental concerns? Behavior concerns? English language difficulties? Current and past academic skills? Health/Developmental Concerns: None Parental Concerns: No preschool or consistent kindergarten Behavior Concerns: None significant Student Test Scores CBM Scores: Intensive (12 th %ile) Core Assess: Bottom 10% of class OAKS: 10 th %ile in reading Interv. Checkouts: Passes regularly Diagnostic Assessments: Missing several phonics patterns Progress Monitoring: Moderate progress but not catching up

What are you already doing? What do you need to add? Attendance Pacing, Feedback, Explicitness Principal (walkthroughs) Counselo r Lit Specialist ??? Developmental History Health Records Student Behavior Academic Skills Intervention match to need Student success rate, fidelity Lit Specialist Student success rate, fidelity Principal (walkthroughs) Counselo r School Psych Physical setup of room Behavior Management School Psych

64 The Problem Solving Process Improved Student Achievement 2. Problem Analysis 1. Problem Identification 3. Plan Development 4. Plan Implementation & Evaluation What is the problem? Why is the problem occurring? What are we going to do about the problem? How is it working?

Intervention Plan 65

Domain Relevant Known Information CoreInterventions I nstruction for example… Is attendance consistent? Is instruction explicit enough? How is the pacing? How many student opportunities to respond? Is corrective feedback provided? % of days attended: 97% Explicitness of Instruction: Good Pacing: 25 OTR’s during 10 min observation = 2.5 /min % of student errors corrected: % of days attended: 97% Explicitness of Instruction: Good Pacing: 82 OTR’s during 10 min observation = 8.2 /min % of student errors corrected: 17% C urriculum for example… Are skills taught matched to student need? Is curriculum the right level of difficulty? Is curriculum taught with fidelity? Student Instructional Need: Phonics Small Group Instruct. Focus: None % of correct student answers: Fidelity data: No Small group Student Instructional Need: Phonics Intervention Instruct. Focus: Phonics % of correct student answers: 71% Fidelity data: 85% (No corrective feedback) E nvironment for example… Physical setup conducive to learning? Does behavior management system support student learning? Physical Setup: Organized, no distractions Behavior Management System: Schoolwide PBIS Physical Setup: Organized, no distractions Behavior Management System: None L earner for example… Are there health/developmental concerns? Parental concerns? Behavior concerns? English language difficulties? Current and past academic skills? Health/Developmental Concerns: None Parental Concerns: No preschool or consistent kindergarten Behavior Concerns: None significant Student Test Scores CBM Scores: Intensive (12 th %ile) Core Assess: Bottom 10% of class OAKS: 10 th %ile in reading Interv. Checkouts: Passes regularly Diagnostic Assessments: Doesn’t know silent “e”, consonant blends. Progress Monitoring: Moderate progress but not catching up Consistent corrective feedback More opportunities to respond during Core Consistent corrective feedback More opportunities to respond during Core More small group during core (focused on phonics) Follow error correction procedure in curriculum Ensure appropriate instructional level of curriculum placement More small group during core (focused on phonics) Follow error correction procedure in curriculum Ensure appropriate instructional level of curriculum placement Create behavior management system to improve student motivation Target instruction on identified missing skills Accelerate progress by providing “more” of current intervention Target instruction on identified missing skills Accelerate progress by providing “more” of current intervention

Have a plan for data collection Attendance Pacing, Feedback, Explicitness Principal (walkthroughs) Counselo r Lit Specialist ??? Developmental History Health Records Student Behavior Academic Skills Intervention match to need Student success rate, fidelity Lit Specialist Student success rate, fidelity Principal (walkthroughs) Counselo r School Psych Physical setup of room Behavior Management School Psych