day 2 supplemental materials - university of south...

Day 2

Supplemental Materials

2 2

2

4

2

0 1 2 3 4

1. Sources & Standards/Benchmarks

2. Skills/Concepts Majority Meeting/Not Meeting

3. Skill/Concept & Replacement Bahavior

4. Curren/Expected Levels and Calculates

Gap

5. Tier and Data-Based Rationale

Score

Que

stio

ns

Tie

r I P

robl

em Id

entif

icat

ion

Wor

kshe

et :

Sam

ple

Elem

enta

ry S

choo

l

P

ossi

ble

poin

ts

Guiding Questions for Tier I Problem Identification Worksheet Feedback Activity

1. What components of Tier I Problem Identification did your School-Based Leadership Team (SBLT) master?

2. For which components did your SBLT have more difficulty? 3. How much Tier I Problem-Solving do you believe is occurring at your school? 4. What additional training and practice do staff at your school need to be able to engage

in Tier I Problem Identification?

0 1 2

Data to determine effectiveness of core-Academ.

Data to determine effectiveness of core-Behav.

Decisions made to modify core or develop Tier II interventions

Universal screening or other data used to identify groups in need of

intervention Team hypotheses to identify

reasons for not making benchmark

Data used to determine hypotheses for not making

benchmark

Modifications made to core instruction - Plan documented

Modifications made to core instruction - Support documented

Modifications made to core instruction - Implementation

documented

Supp. instruction developed or modified- Plan documented

Supp. instruction developed or modified- Support documented

Supp. instruction developed or modified- Implementation doc.

Criteria for positive RtI were defined

Progress monitoring data scheduled/collected

Decision regarding student RtI was documented

Plan for contin, modifying, or terminating interventions provided

Status

Item

Exam

ple

Elem

enta

ry: T

iers

I &

II C

ritic

al C

ompo

nent

s C

heck

list

2007

-08

Scho

ol Y

ear

Win

dow

1

Win

dow

2

Win

dow

3

2= P

rese

nt

1= P

artia

lly P

rese

nt

0= A

bsen

t

Dec

isio

n P

oint

s: T

ier 1

Uni

vers

al/C

ore

•If

scor

e on

Ben

chm

arks

of Q

ualit

y (B

OQ

) is

less

than

70,

then

revi

sit S

WP

BS

or l

ook

at C

lass

room

•If

our d

isci

plin

e da

ta in

dica

te a

n in

crea

se in

OD

R/IS

S/O

SS

,th

en re

visi

t SW

PB

S•

If sc

ore

on B

ench

mar

ks o

f Qua

lity

(BO

Q)

is g

reat

er th

an 7

0,an

d da

ta s

how

a in

crea

sing

tren

d in

OD

R/IS

S/O

SS

, the

n re

visi

tS

WP

BS

or l

ook

at C

lass

room

•If

scor

e on

Ben

chm

arks

of Q

ualit

y (B

OQ

) is

gre

ater

than

70

and

data

sho

w a

dec

reas

ing

trend

in O

DR

/ISS

/OS

S, t

hen

look

at d

ata

to d

eter

min

e if

need

trai

ning

at T

arge

ted

Gro

up a

nd/o

rIn

divi

dual

leve

l PB

S

Dec

isio

n P

oint

s: T

ier 1

/2C

lass

room

•If

mos

t of O

DR

s (o

ver 5

0%) a

re c

omin

g fro

m m

any

clas

sroo

ms,

then

revi

sit S

WP

BS

app

licat

ion

in a

ll cl

assr

oom

s•

If a

few

cla

ssro

oms

are

resp

onsi

ble

for t

he m

ajor

ity o

f OD

Rs,

then

look

at C

lass

room

PB

S u

sing

the

Cla

ssro

om C

onsu

ltatio

n G

uide

•If

scor

e on

Ben

chm

arks

of Q

ualit

y (B

OQ

) is

less

than

70,

then

revi

sit S

WP

BS

or l

ook

at C

lass

room

PB

S u

sing

the

Cla

ssro

omC

onsu

ltatio

n G

uide

•If

our d

isci

plin

e da

ta in

dica

te a

n in

crea

se in

OD

R/IS

S/O

SS

and

mos

t of t

he re

ferr

als

are

com

ing

from

man

y cl

assr

oom

s, th

enre

visi

t SW

PB

S a

pplic

atio

n in

all

clas

sroo

ms

•If

a c

lass

room

has

rece

ived

sup

port,

the

inte

rven

tions

wer

e do

new

ith fi

delit

y an

d th

e be

havi

or o

f the

stu

dent

has

not

impr

oved

, the

nco

nsid

er T

ier 2

sup

ports

for t

he s

tude

nt

Com

paris

on o

f Tie

r 2 O

ptio

ns

Aca

dem

ic S

yste

ms

Beha

vior

al S

yste

ms

1-5%

Tier

3:

Com

preh

ensi

ve a

nd In

tens

ive

In

terv

entio

nsIn

divi

dual

Stu

dent

s or S

mal

l Gro

up (2

-3)

Rea

ding

: Sch

olas

tic P

rogr

am, R

eadi

ng,M

aste

ry,

ALL

, Soa

r to

Succ

ess,

Leap

Tra

ck, F

unda

tions

1-5%

Tier

3:

Inte

nsiv

e In

terv

entio

nsIn

divi

dual

Cou

nsel

ing,

FB

A/B

IPTe

ach,

Rei

nfor

ce, a

nd P

reve

nt (T

RP)

Ass

essm

ent-b

ased

Inte

nse,

dur

able

pro

cedu

res

5-10

%Ti

er 2

: St

rate

gic

Inte

rven

tions

Stud

ents

that

don

’t re

spon

d to

the

core

cur

ricul

umR

eadi

ng: S

oar t

o Su

cces

s, Le

ap F

rog,

CR

ISS

stra

tegi

es, C

CC

Lab

Mat

h: E

xten

ded

Day

Writ

ing:

Sm

all G

roup

, CR

ISS

stra

tegi

es, a

nd “

Just

Writ

e N

arra

tive”

by

K. R

obin

son

5-10

% T

ier 2

: Ta

rget

ed G

roup

Inte

rven

tions

Som

e st

uden

ts (a

t-ris

k)Sm

all G

roup

Cou

nsel

ing

Pare

nt T

rain

ing

(Beh

avio

r & A

cade

mic

)B

ully

ing

Prev

entio

n Pr

ogra

mFB

A/B

IP C

lass

room

Man

agem

ent

Tech

niqu

es, P

rofe

ssio

nal D

evel

opm

ent

Sm

all G

roup

Par

ent T

rain

ing

,Dat

a

80-9

0%Ti

er 1

: Cor

e C

urri

culu

mA

ll st

uden

tsR

eadi

ng: H

ough

ton

Miff

linM

ath:

Har

cour

tW

ritin

g: S

ix T

raits

Of W

ritin

gLe

arni

ng F

ocus

Stra

tegi

es

80-9

0%Ti

er 1

: Uni

vers

al In

terv

entio

nsA

ll se

tting

s, al

l stu

dent

sC

omm

ittee

, Pre

vent

ive,

pro

activ

e st

rate

gies

Scho

ol W

ide

Rul

es/ E

xpec

tatio

ns P

ositi

veR

einf

orce

men

t Sys

tem

(Ti

cket

s & 2

00 C

lub)

Scho

ol W

ide

Con

sequ

ence

Sys

tem

Sch

ool

Wid

e So

cial

Ski

lls P

rogr

am, D

ata

(Dis

cipl

ine,

Surv

eys,

etc.

) Pro

fess

iona

l Dev

elop

men

t(b

ehav

ior)

Cla

ssro

om M

anag

emen

t Tec

hniq

ues,P

aren

tTr

aini

ng

Thre

e Ti

ered

Mod

el o

f Sch

ool S

uppo

rts:

Exam

ple

of a

n In

fras

truc

ture

Res

ourc

e In

vent

ory

Stud

ents

Mod

ified

Cor

e, S

trate

gic,

Inte

nsiv

eR

esou

rce

Map

s - S

imm

ons,

Kam

e'en

ui

* D

evel

oped

by

the

Flor

ida

PS/R

tI St

atew

ide

Proj

ect

http

://flo

rida.

rti.u

sf.e

du

Inte

rven

tion

Plan

ning

For

m

Who

is th

e in

terv

entio

n pl

an b

eing

dev

elop

ed fo

r?: _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ W

hat i

s the

repl

acem

ent b

ehav

ior/t

arge

t ski

ll?: _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_ W

hat i

s the

exp

ecte

d le

vel o

f per

form

ance

?: _

____

____

____

____

____

____

____

W

hat i

s the

cur

rent

leve

l of p

erfo

rman

ce?:

___

____

____

____

____

____

____

___

V

erifi

ed

Hyp

othe

ses

Inte

rven

tion

Plan

Su

ppor

t Pla

n D

ocum

enta

tion

Mon

itori

ng P

lan

for

Det

erm

inin

g St

uden

t Pr

ogre

ss

W

ho is

resp

onsi

ble?

W

hat w

ill b

e do

ne?

Whe

n w

ill it

occ

ur?

Whe

re w

ill it

occ

ur?

Who

is re

spon

sibl

e?

Wha

t will

be

done

? W

hen

will

it o

ccur

? W

here

will

it o

ccur

?

Who

is re

spon

sibl

e?

Wha

t will

be

done

? W

hen

will

it o

ccur

? H

ow w

ill d

ata

be sh

ared

?

Who

is re

spon

sibl

e?

Wha

t dat

a w

ill b

e co

llect

ed

and

how

ofte

n?

How

will

we

deci

de if

the

plan

is e

ffec

tive?

Problem Solving/Response to Intervention SBLT Training - Year 2, Day 2

1

Student Data Review Worksheet

PART I – DETERMINING COMMON STUDENT NEEDS

Directions: Your School-Based Leadership Team (SBLT) sits down at the end of the year to determine what common needs exist among students not meeting standards. A decision is made to review referrals to their Problem-Solving Team (i.e., Intervention Team, Student Assistance Team, School-Based Intervention Team, etc.) to see what patterns might exist in the skill deficits among those students. Below is a table summarizing the percentage of students referred for different skill deficits across the last two school years (i.e., 2006-07 and 2007-08 school years). Total and grade-level percentages are provided. Because students are often referred for multiple reasons, the percentages do not add up to 100%. The numbers represent the percentage of students in each grade-level whose problem included the skill area listed. Assume that approximately the same number of students were referred across grade-levels when examining the data. The only exception is kindergarten students of whom none were referred. Please review the data and answer the questions that follow as a team. Please turn in one completed copy for your team when you are finished.

Your PS/RtI Project ID: Your PS/RtI Project ID was designed to assure confidentiality while also providing a method to match an individual’s responses across instruments. In the space provided (first row), please write in the last four digits of your Social Security Number and the last two digits of the year you were born. Then, shade in the corresponding circles.

Prob

lem

Sol

ving

/Res

pons

e to

Inte

rven

tion

SBLT

Tra

inin

g - Y

ear 2

, Day

2

2

Suns

hine

Sta

te E

lem

enta

ry R

efer

ral S

umm

ary

Dat

a –

2006

-07

& 2

007-

08 S

choo

l Yea

rs

Rea

son

%

Kin

derg

arte

n %

1st

Gra

de

% 2

nd

Gra

de

% 3

rd

Gra

de

% 4

th

Gra

de

% 5

th

Gra

de

% T

otal

Rea

ding

• Ph

onem

ic A

war

enes

s/

Phon

ics

0%

52%

25

%

13%

20

%

20%

26

%

• Fl

uenc

y 0%

40

%

66%

70

%

30%

4%

42

%

• C

ompr

ehen

sion

/Voc

abul

ary

0%

28%

64

%

69%

84

%

75%

64

%

Mat

h

• C

ompu

tatio

n 0%

15

%

12%

10

%

5%

7%

10%

•

Prob

lem

-Sol

ving

0%

5%

7%

10

%

8%

15%

9%

W

ritin

g

• M

echa

nics

0%

26

%

30%

10

%

21%

9%

19

%

• C

ompo

sitio

n 0%

12

%

24%

47

%

46%

34

%

33%

B

ehav

ior

•

Non

-Com

plia

nce

0%

21%

10

%

11%

4%

8%

11

%

• So

cial

Ski

lls

0%

3%

5%

2%

10%

9%

6%


3

Questions About Referral Data

1. What skill deficits are the most common across all students in the school (i.e., across grades K-5) referred for additional assistance? Justify your decision.

2. What differences in skill deficits did you notice among grade-levels? Justify your

response. 3. Given your responses to the first two items, what Tier II interventions would you

recommend that the team put in place? Include what skills would be targeted and how the team might build the interventions into the schedule (i.e., who is responsible, what will be done, when it will occur and where).


4

PART II – PLACING STUDENTS IN INTERVENTIONS

Directions: You are a member of your School-Based Leadership Team (SBLT) and have been asked to review universal screening data (i.e., data on all students) from the beginning of the year district math assessment. The district assessment categorizes student performance into three levels; On-level, Approaching (i.e., some risk), & Below-Level (at-risk). These three levels are assigned to students based on their total performance as well as for each area assessed. The areas assessed at the beginning of the year are Number Sense, Computation, & Problem-Solving. The data below are from 2nd grade students in one classroom. Please review the data and answer the questions that follow as a team. Please complete as a team and turn in one completed copy when you are finished.

Student Name Overall Number Sense Computation Problem-Solving Batsche, George 18 (Approaching) 7 (On Level) 5 (Approaching) 6 (Approaching) Castillo, Jose 11 (Below Level) 3 (Below Level) 5 (Approaching) 3 (Below Level) Curtis, Michael 22 (On Level) 7 (On Level) 7 (On Level) 8 (On Level) Dorman, Clark 25 (On Level) 10 (On Level) 8 (On Level) 7 (On Level) Forde, Susan 25 (On Level) 10 (On Level) 8 (On Level) 7 (On Level) Gaunt, Brian 9 (Below Level) 3 (Below Level) 3 (Below Level) 3 (Below Level) Hangauer, Jason 22 (On Level) 6 (Approaching) 7 (On Level) 9 (On Level) Hardcastle, Beth 22 (On Level) 8 (On Level) 8 (On Level) 6 (Approaching) Hines, Connie 25 (On Level) 9 (On Level) 8 (On Level) 8 (On Level) Hunter, Teri 24 (On Level) 8 (On Level) 8 (On Level) 8 (On Level) Hyde, Judi 22 (On Level) 7 (On Level) 8 (On Level) 7 (On Level) Justice, Kelly 19 (Approaching) 7 (On Level) 6 (Approaching) 6 (Approaching) Malval, Kristelle 28 (On Level) 8 (On Level) 10 (On Level) 10 (On Level) March, Amanda 27 (On Level) 10 (On Level) 10 (On Level) 7 (On Level) Minch, Devon 29 (On Level) 10 (On Level) 9 (On Level) 10 (On Level) Nadeau, Josh 30 (On Level) 10 (On Level) 10 (On Level) 10 (On Level) Rooks, Leeza 21 (On Level) 7 (On Level) 7 (On Level) 7 (On Level) Schermond, Stevi 30 (On Level) 10 (On Level) 10 (On Level) 10 (On Level) Smith, John 27 (On Level) 8 (On Level) 9 (On Level) 10 (On Level) Stockslager, Kevin 26 (On Level) 9 (On Level) 9 (On Level) 8 (On Level)


5

Questions

1. Which students would you select to receive Tier II intervention in math? Why? 2. Which areas would you focus on for each student you selected above? Justify your

decision. 3. Based on what you learned at today’s training, identify how you would find the time,

personnel, and materials to provide Tier II interventions in the areas you identified in #2?

4. Given your response to #3, please develop a comprehensive Tier II intervention plan

for the students identified above. Be sure to identify who will provide the intervention, specifically what will be done, when the intervention will be provided, and where.

Student Data Review Worksheet Rubric (Year 2, Day 2 Training) PART I – DETERMINING COMMON STUDENT NEEDS 1. What skill deficits are the most common across all students in the school (i.e., across

grades K-5) referred for additional assistance? Justify your decision.

Most Common Skill Deficits: Phonemic Awareness Fluency Comprehension/Vocabulary Composition Scoring Criteria:

0 = None of the above skill deficits are provided. No credit would be awarded if:

• The response did not include at least one of the above skill areas or • The response provided only mentioned broad content areas (e.g., reading,

writing)

1 = At least one skill area from the above list is provided, but: • no rationale explaining that these skill deficits were included in the largest

% of referrals is provided or • the skill area(s) provided do not include comprehension/vocabulary

2 = Comprehension/vocabulary is included as a skill deficit common across students

and the rationale includes an explanation that higher percentages of students referred had problems in the areas listed.

2. What differences in skill deficits did you notice among grade-levels? Justify your

response.

Most Common Skill Deficits and Grade Levels: Phonemic Awareness – Grades 1 & 2 Fluency – Grades 1-4 Comprehension/Vocabulary – Grades 1-5 Composition – Grades 3-5 Mechanics – Grades 1 & 2

Scoring Criteria:

0 = The response provided does not include:

• Any of the skill deficits listed above or • A reference to trends across grade levels

1 = The response includes:

• At least one of the skill deficits listed above and • At least some of the grade levels listed (for whichever skill deficits were

provided in the response) or a reference to trends across grade levels, but • No rationale is provided that references the percentage of students with

referrals across grade levels

2 = The response includes: • At least one of the skill deficits listed above and • At least some of the grade levels listed (for whichever skill deficits were

provided in the response), and • A rationale is provided that references the percentage of students with

referrals across grade levels 3. Given your responses to the first two items, what Tier II interventions would you

recommend that the team put in place? Include what skills would be targeted and how the team might build the interventions into the schedule (i.e., who is responsible, what will be done, when it will occur and where).

0 = The Intervention Plan provided does not match the skill deficits and grade levels

provided in the responses to items 1 & 2 1 = The Intervention plan provided matches the skill deficits and grade levels

provided in the responses to items 1 & 2, but ONE OR MORE of the following intervention plan components is missing: • Personnel responsible • What specifically will be done • When it will occur • Where it will occur

2 = The Intervention plan provided matches the skill deficits and grade levels

provided in the responses to items 1 & 2, and NONE of the following intervention plan components is missing: • Personnel responsible • What specifically will be done • When it will occur • Where it will occur

PART II – PLACING STUDENTS IN INTERVENTIONS

1. Which students would you select to receive Tier II intervention in math? Why?

Potential Candidates to Receive Tier II Intervention: Batsche, George

Castillo, Jose Gaunt, Brian Justice, Kelly Scoring Criteria:

0 = The response does not include any of the names listed above

1 = The response: • Includes ONLY ONE of the names listed above or • Includes at least two of the names listed above but no rationale referencing

the data indicating that the students are approaching or below level is provided

2 = The response includes at least two of the names listed above and a rationale

referencing the data indicating that the students are approaching or below level is provided

2. Which areas would you focus on for each student you selected above? Justify your

decision.

Potential Candidates for Intervention and Skill Deficits: Batsche, George = Computation & Problem-Solving Castillo, Jose = Number Sense, Computation, & Problem-Solving Gaunt, Brian = Number Sense, Computation, & Problem-Solving Justice, Kelly = Computation & Problem-Solving Scoring Criteria:

0 = The skill deficits provided do not match the skill deficits indicated by the

students’ data (see list above and chart on page 4 of the assessment protocol) 1 = The skill deficits provided match the skill deficits indicated by the students’ data

but no rationale referencing the students being approaching or below level is provided (see list above and chart on page 4 of the assessment protocol)

2 = The skill deficits provided match the skill deficits indicated by the students’ data and a rationale referencing the students being approaching or below level is provided (see list above and chart on page 4 of the assessment protocol)

3. Based on what you learned at today’s training, identify how you would find the time,

personnel, and materials to provide Tier II interventions in the areas you identified in #2?

0 = The response does not link to the skill deficits identified in #2 or does not

address at least one of the following: • Time (e.g., additional time in another class or with the classroom teacher,

pull-out interventions in addition to regular math instruction) • Personnel (e.g., classroom teacher, interventionist, math specialist,

paraprofessional) • Materials (e.g., packaged program, create materials, use strategies other

teachers already use)

1 = The response links to the skill deficits identified in #2 and addresses at least one of the following: • Time (e.g., additional time in another class or with the classroom teacher,

pull-out interventions in addition to regular math instruction) • Personnel (e.g., classroom teacher, interventionist, math specialist,

paraprofessional) • Materials (e.g., packaged program, create materials, use strategies other

teachers already use) 4. Given your response to #3, please develop a comprehensive Tier II intervention plan

for the students identified above. Be sure to identify who will provide the intervention, specifically what will be done, when the intervention will be provided, and where.

0 = The intervention plan does not contain any specific information on who is

responsible, the strategies that will be used, when the intervention will occur, or where the intervention

1 = The intervention plan contains some specific information on who is responsible,

the strategies that will be used, when the intervention will occur, or where the intervention will occur; but does not contain all four components with enough specificity for everyone to determine what the student(s) will receive

2 = The intervention plan contains information on who is responsible, the strategies

that will be used, when the intervention will occur, and where the intervention will occur with enough specificity for everyone to determine what the student(s) will receive

day 2 supplemental materials - university of south...

Documents