flipping the inverted rti triangle

Flipping the Inverted RtI Triangle

Using CBM and Targeted Intervention to Remediate Instructional Deficits

Introduction

“win early, win small, win often.”

MCREL-”Success in Sight”

Intervention????

Introduction

Outcomes• Review the Response to Instruction process as

a context for meeting the needs of ALL mathematics students

• Examine and integrate Curriculum-Based Measurement into an intervention framework

• Evaluate the essential elements of an intervention protocol to insure success

RESPONSE TO INSTRUCTIONUnderstanding the Triangle and the Three Tier Model

Response to Instruction

Core curriculum, instruction, &learning environment

Targeted, SupplementalSupports

Intense, Individualized Support

Data-based Decision Making Across the Tiers

Problem Solving

Tier I

Tier II

Tier III

We’ll be here for most of

today’s discussion.

This is essential to

success!

Problem Solving

Problem Solving

Tier 1: Core Curriculum

• Research-Based/Evidenced• Fidelity• Viability

Core curriculum, instruction, &

learning environment

Tier 2: Targeted Intervention

• Strategic• Targeted• Supplemental• Progress monitored

Targeted, SupplementalSupports

Tier 3: Intensive Support

• Formal Process• Increase in service/support• Increase learning rate

Intense, Individualized Support

CURRICULUM-BASED MEASUREMENT

A Tool to Support Tier 2 Intervention

Curriculum-Based Measurement

“CBM is an alternative to a lengthy assessment. It should be efficient and provide information that will guide and inform instruction and improve student outcomes.”

-Hosp, Hosp, and Howell

Curriculum-Based Measurement

• What we need to know?– Standard directions– Timing device– Performance standards– Record forms or charts

Curriculum-Based Measurement

• What are the advantages?– Efficiency– Alignment– Progress Monitoring

Curriculum-Based Measurement

• What decisions can I make?– Screening decisions– Progress-Monitoring decisions– Diagnostic decisions– Outcome decisions

Curriculum-Based Measurement

• It does everything but…

Teach

Curriculum-Based Measurement

General CBM Resources• Intervention Central• National Center on Student

Progress Monitoring• Big Ideas in Beginning Readi

ng• Research Institute on Progre

ss Monitoring• The ABC’s of CBM

Math CBM Resources• Aimsweb• Minneapolis Public Schools• Monitoring Basic Skills Progr

ess

TIER 2: TARGETED INTERVENTIONAn Overview of the Process

Targeted Intervention

• Based on data you administer a CBM to your students targeting…

• You determine which students are not meeting an adequate level of proficiency

• It’s time to implement an intervention

Remember, the CBM is the measurement

tool not the instruction.

Targeted Intervention

• Who will provide the instruction?– Teacher– Interventionist– Paraprofessional

• How/Where will it be provided?– Small Group– In/out of the classroom

Targeted Intervention

• How long will you sustain the intervention?– Number of weeks– It is not all year

• How often will students engage in the intervention?– 2-5 times a week– Can be instruction and/or practice

• How long will each session last?

Targeted Intervention

• How will we know if it is working?– Progress-monitoring of course– CBM administered based on skill chosen and

duration/frequency/intensity of intervention• What do we do now?

– Some students succeed– Some may need another “dose”– Some need different intervention/instruction

The data will help answer

these questions.

In Closing

Remember:“win early, win small, win often.”

• Really “work” the core• Use CBM to identify student deficits• Plan-Design-Implement Targeted Intervention• Provide needs-based instruction• Monitor progress and be guided by data

In Closing

Outcomes• Review the Response to Instruction process as

a context for meeting the needs of ALL mathematics students

• Examine and integrate Curriculum-Based Measurement into an intervention framework

• Evaluate the essential elements of an intervention protocol to insure success

How did we do?

Thank you

All session materials are available at:http://robertbeam.edublogs.org