Leigh Gates, Ed.D. RTI Liaison Response To Instruction (RTI) Tiers 1, 2, and 3

While We’re Waiting for All to Arrive: Network with Colleagues Go to the area of the room specific to your role:  General Education Teacher  Special Education Teacher  Instructional Support (SLP, Social Worker, Counselor, Interventionist,..) Work through the conversation starters (on handout)

Spotlight on Bradley Creek What’s Going Well?  What can you share with others that works well for you? What’s Next?  Where are you going with RTI?  What do you want to try?  What is/are your short-term goal(s)?  What is/are your long-term goals(s)? Is There Any Thing Else That You Would Like to Share?

Questions for Bradley Creek?

How We Will Do It… Get a Baseline Provide an Overview: Interventions Do an Activity: Interventions Model, Lead, Test: Goal Setting Monitor Our Progress

Clicker Questions

I feel knowledgeable about instruction/intervention for the following: 1. Tier 1 2. Tier 2 3. Tier 3 4. Multiple Tiers 5. No Tiers

When we don’t have $, I know where I can get free intervention strategies for: 1. Tier 1 2. Tier 2 3. Tier 3 4. Multiple Tiers 5. No Tiers

When is it imperative to change the intervention environment? 1. Tier 1 2. Tier 2 3. Tier 3 4. Don’t Know

I know how to set goals using: 1. Benchmarks 2. Growth Rates 3. Ambitious Growth Rates 4. Multiple Ways 5. Don’t Know

Interventions: 4 Factors 4 Success 1. Intervention Complexity, 2. Required Materials & Resources, 3. Perceived & Actual Effectiveness, & 4. Interventionists Reschly & Gresham (2006)

Interventions: Research-Based An intervention is research-based when… It’s in one or more peer–reviewed scientific journal  Commercial programs e.g., Read Naturally OR  Research-based strategies e.g., Paired Reading (Topping, 1987)

January 2010 IDEA Partnership 13 Tier 1: Core Instruction and Universal Interventions Quality core curriculum Quality instructional strategies Differentiated instruction Embedded interventions Schoolwide positive behavior supports Articulated expectations Social skills instruction Pro-social and pro-active discipline strategies Academic Systems Behavioral Systems  Universal Screening of academic and behavioral performance  Continuous progress monitoring

January 2010 IDEA Partnership 14 Tier 2: Targeted Interventions Strategic supplemental academic programs Standard protocol treatment interventions Small group interventions  General education  Other settings Strategic supplemental behavior programs Small group training  Social skills  Anger management Peer/adult mentoring program Academic Systems Behavioral Systems  Process / guidelines for fading, continuing, changing intervention  Focused continuous progress monitoring of responsiveness to intervention(s)

January 2010 IDEA Partnership 15 Tier 3: Intensive Interventions Small group/individualized standard protocol and/or interventions determined through problem solving Academic Systems Behavioral Systems Small group/individualized counseling therapy Individualized behavior plan Frequent, daily mentoring  Guidelines for fading, continuing, changing intervention  Focused continuous progress monitoring of responsiveness to intervention(s)  Pattern of inadequate response(s) may indicate special education

Intervention Activity: Small Groups Nominate Scribe for Group  Gets Paper & Writes down ALL Ideas Nominate Facilitator for Group  Reminds to ID Strategies & Refocuses Grp. to Task Group Brainstorms Interventions for Each Tier  Strategies (free, at fingertips, online) & Programs  Academics on 1 side & Behavior on the other

Whole Group Discussion Where are we strongest? Academics vs. Behavior Tier 1, 2, and/or 3 Where are we weakest? Academics vs. Behavior Tier 1, 2, and/or 3 What can we do differently based on this analysis?

Interventions: Free Online Resources Intervention Central  Academics and Behavior Reading Rockets  Reading Jim Wright Intervention Ideas  Math PBIS  Classroom and behavior management

Do you want to go to the 4 websites and see what they offer together? 1. Yes. This would help. 2. No. Move on.

Interventions: Free Online Resources Intervention Central  Reading Comprehension Fix-Up Strategy Reading Comprehension Fix-Up Strategy Reading Rockets  Writing Conferences: 6 Steps Writing Conferences: 6 Steps Jim Wright Intervention Ideas  4 Step Problem Solving Approach 4 Step Problem Solving Approach PBIS  Classroom checklists, strategies, plan, & inventory Classroom checklists, strategies, plan, & inventory

Setting Goals for Students

Types of Goals 1. District (NHCS) Norms District (NHCS) Norms 2. Growth Rates Growth Rates NHCS Data - Can be done for any skill, any grade level for which norm data is available Realistic/Ambitious Growth Rates (Fuchs & Fuchs) Fluency Only 3. Class Norms 4. District Behavior Standards District Behavior Standards 5. Minimum Celeration Finder

Setting Goals Using Benchmarks/Norms

Setting Goals Using Benchmarks Advantages Quick and easy High understandability Goal attainment may be a sign that he no longer needs additional support Disadvantages Low baseline=Misleading Growth Growth rate could be unrealistic Local benchmarks where low achievement is common No flexibility setting time frame One way to set goals is to use district benchmarks. Set Fall, Winter, Spring benchmark as the goal. I’ll show you an example…

How Would You Interpret This Graph? Student Aimline Student Goal Set By Winter Benchmark Student Baseline in Fall Student’s Progress Monitoring Data Points

One Possible Explanation… (That is Not Often Considered) The student had a very low baseline The benchmark goal was too high The student was growing at 2x the rate of peers BUT The graph did not show that The low baseline & high goal=misleading growth SO Shows need 4 setting goals w/ growth rates

Setting Goals Using Growth Rates

Goal Setting Using Growth Rates Advantages Will not have unrealistic growth rates Allows an objective, understandable way of determining a criterion for success Disadvantages More time consuming to set goal They may be underestimates of where they are in relation to their peers Not Any More…NHCS Does It For Us!

Goal Setting Using Growth Rates For students who are significantly lagging behind, goal setting needs to be more ambitious In order to get target growth rate:  Take the average growth rate and multiply it by 1.5 to obtain a slightly ambitious growth rate OR  Take the average growth rate and multiply it by 2 to obtain a more ambitious growth rate.

Here’s an Example: 5 th Grade Blends (Fall to Winter) Find Growth Rate:  Winter Blends– Fall Blends 51-41=10  Divide Answer by 10 weeks in a Norming Period 10/10=1(GR ) To Make it Ambitious:  Multiply Growth Rate (Given) x1.5 or 2 (Student Must Learn Faster Than Peers) 1*1.5=1.5 (AGR) To Set Goal:  Multiply Ambitious Growth Rate by # of Weeks of Intervention (6-12) 1.5*6=9 (GG ) blends  Add Growth Goal to the Student’s Baseline (30) to Arrive at End Goal. Maria had a baseline of (GG)= 39EG Maria will increase the number of words read per minute from 30 to 39 by x/x/xx. GR=Growth Rate. SAGR=Slightly Ambitious Growth Rate. GG=Growth Goal. EG=End Goal Done For Us

Let’s Do It Together: 5 th Gr. Phrase Fluency (Fall -Winter) Find Growth Rate:  Winter Phrase Fluency – Fall Phrase Fluency =27  Divide Answer by 10 weeks in a Norming Period 27/10=2.7 (GR ) To Make it Ambitious:  Multiply Growth Rate (Given) by 1.5 or 2 (Student Must Learn Faster Than Peers) 2.7*1.5=4.1 (AGR) To Set Goal:  Multiply Ambitious Growth Rate by # of Weeks of Intervention (6-12) 4.1*6=24.6(GG ) ~ 25 wcpm  Add Growth Goal to the Student’s Baseline (145) to Arrive at End Goal. Jane had a Fall baseline of (GG)= 170 EG Jane will increase the number of wcpm from 145 to 170 by x/x/xx. GR=Growth Rate. AGR=Ambitious Growth Rate. GG=Growth Goal. EG=End Goal. Done For Us

2 nd Grade Phrase Fluency (Fall to Winter) Your Turn… Find Growth Rate:______ Make it Ambitious (x1.5) :______ Set Goal:______  6 weeks of intervention  Baseline is 79  What is the SMART goal?

Answer: 2 nd Gr. Phrase Fluency (Fall-Winter) Find Growth Rate:  Winter Fluency – Fall Fluency =21  Divide Answer by 10 weeks in a Norming Period  21/10=2.1(GR ) Make it Ambitious:  Multiply Growth Rate (Given) by 1.5 or 2 (Student Must Learn Faster Than Peers) 2.1*1.5= 3.15(AGR) Set Goal:  Multiply Ambitious Growth Rate by # of Weeks of Intervention (6-12) 3.15*6=18.9(GG ) ~19 wcpm  Add Growth Goal to the Student’s Baseline (79) to Arrive at End Goal. Jose had a Winter baseline of (GG)= 98EG Jose will increase the number of words read per minute from 79 to 98 by x/x/xx. GR=Growth Rate. AGR=Ambitious Growth Rate. GG=Growth Goal. EG=End Goal Done For Us

Realistic/Ambitious Growth Rates --Fluency Only Realistic Growth Rates Gr 1 2 words/week Gr wrds/week Gr 3 1 words/week Gr 4.9 words/week Gr 5.5 words/week (Fuchs & Fuchs) Ambitious Growth Rates Gr 1 3 words/week Gr 2 2 words/week Gr wrds/week Gr wrds/week Gr 5.8 words/week

Questions About Setting Goals Using Benchmarks & Growth Rates?

Setting Goals Using Classroom Norms

Classroom Norms: Why Use Them? A probe that was not used for state or local norming. When skills from previous grade levels need to be used to determine entitlement. To do class or grade level norms, the school must:  Give the probe(s) to the entire group,  Administer each probe 3 times in a week. May want to this Fall, Winter, and Spring

Classroom Norms: How to do it… Give the chosen probe(s) to a sample that is representative of the school population  Heterogeneous grouping = Classroom  Homogeneous grouping = Balance out with another or norm grade-level

Classroom Norms: How to do it… Once you have the class or grade level data  Add all the students’ scores for 3 days  Compute the Mean: total scores/ probe administrations Ex. 3 administrations with 25 students would equal a divisor of 75.

Using Classroom Norms Set Goal:  Class or Grade-Level Mean  Minimum Celeration Finder Are Skills are Discrepant After Intervention:  Divide Mean by the Median of last 3 data pts.  Class Mean ÷ Student’s Median ≥ 2

Computing Two Times Discrepant Ex. Class Mean is 40. Student Median is ÷ 20 = 2 Student is discrepant. Non Ex. Class Mean is 40. Student Median is ÷ 22 = 1.89 Student is NOT discrepant.

Computing Two Times Discrepant Your Turn Ex. Class Mean is 80. Student Median is ÷ 40 = 2 Student is discrepant. Non Ex. Class Mean is 80. Student Median is ÷ 22 = 1.90 Student is NOT discrepant.

Questions About Setting Goals Using Classroom Norms?

Setting Goals Using Minimum Celeration Finder & District Behavioral Standards

Minimum Celeration Finder Celeration rates from the Precision Teaching program can be used for goal setting The lines on the overlay indicate different celeration slopes or rates of progress Teams use different rates of progress depending on how ambitious teams want to be

Minimum Celeration

District Behavior Standards 100% for behavior that is harmful to self/others  assault, battery  significant disruption of environment (cursing/tantrums) 75% for behavior without overt aggression  Insubordination, refusal to do task/abide by standards  Lack of work completion and involves time off task Adverse Effect, Specially Designed Instruction, and Exclusion Criteria Document (in online manual)

Questions About Setting Goals Using Minimum Celeration & District Behavioral Standards?

Questions on Session?

I feel knowledgeable about instruction/intervention for the following: 1. Tier 1 2. Tier 2 3. Tier 3 4. Multiple Tiers 5. No Tiers

When we don’t have $, I know where I can get free intervention strategies for: 1. Tier 1 2. Tier 2 3. Tier 3 4. Multiple Tiers 5. No Tiers

When is it imperative to change the intervention environment? 1. Tier 1 2. Tier 2 3. Tier 3 4. Don’t Know

I know how to set goals using: 1. Benchmarks 2. Growth Rates 3. Ambitious Growth Rates 4. Multiple Ways 5. Don’t Know

Next Steps December 12 3:00-4:30 CBRC: Behavior January 30 3:00-4:30 CBRC: Technology February 13 3:00-4:40 CBRC: TBD Wiki Link: wikispaces.com/ RTI+Professional+Development+Plan

Questions?