Goose Creek CISD Special Education Districtwide Staff Development Conference February 15, 2013

Goose Creek CISD Response to Intervention Training Part I

Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist Educational Consultant

 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

24 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

 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

27  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

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

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

Remember if it is not documented... Then IT DID NOT HAPPEN ! Remember if it is not documented... Then IT DID NOT HAPPEN !

 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 31

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

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

 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

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 referral for Section 504 or Special Education

 Updated Tier 1 documentation  Updated Universal Screening  Updated Benchmarks  Slope of Improvement  Interventions/ Fidelity Documentation  Observations

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?

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 39

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 40

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 41

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 42

What is the problem? Why is it happening? What should be done about it? Did it work?

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

 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) 46

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

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

49 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 Intensity

 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

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

 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

 BehaviorInterventions/

The mission of the GCCISD Special Education Department is to support the campuses in order to nurture inclusionary environments, enhance student achievement, and maintain compliant special education programs.