Response to Instruction & Problem Solving Teams

Summer 2010

Some RTI Elements to be Discussed Today

Structures: RtI Coordinator Problem Solving Teams (PSTs)Processes: Screening Problem Solving Goal Setting Progress Monitoring Evaluating

What is RTI?the practice of providing high-quality

research-based instruction/intervention matched to student needs

and

using learning rate over time

and level of performance

to

inform educational decisions

Four Core RTI Principles• Students receive high-quality, research-based

instruction by qualified staff in their general education setting.

• Use of a multi-tiered model of service delivery facilitates differentiated instruction and early intervening services for struggling learners.

• Movement between tiers should be guided by a data-driven decision-making process.

• Universal screening and progress monitoring are the basis for instructional decisions.

Successful RtI Implementation

Should involve all personnel and all students in all schools.

Can result in tremendously positive outcomes for all.

Will be facilitated through the work of Problem Solving Teams.

Two important distinctions……

Interventions & Accommodations

The accommodations which have been

recommended by the BBSST in the past will NOT meet the scientific, research-based intervention requirements included in current Federal and State laws and regulations.

新中小学生汉语考试（ YCT）介绍 为鼓励汉语非第一语言的中小学生学习汉语，培养、提高他们的汉语能力，自 2004 年以来，中国国家汉办组织中外汉语教学、语言学、心理学和教育测量学等领域的专家，在充分调查、了解海外中小学实际汉语教学情况的基础上，开发了新中小学生汉语考试（ YCT ）。    一、考试结构 新 YCT 是一项国际汉语能力标准化考试，考查汉语非第一语言的中小学生在日常生活和学习中运用汉语的能力。新 YCT 分笔试和口试两部分，笔试和口试是相互独立的。笔试包括 YCT （一级）、 YCT （二级）、 YCT （三级）和 YCT （四级）；口试包括YCT （初级）和 YCT （中级）。笔试 YCT （四级） YCT （三级） YCT （二级） YCT （一级）口试 YCT （中级） YCT （初级）    二、考试等级 新 YCT 各等级与《国际汉语能力标准》《欧洲语言共同参考框架（ CEF ）》及新 HSK 的对应关系如下表所示：新 HSK 新 YCT 词汇量国际汉语能力标准欧洲语言框架（ CEF ） HSK （六级） 5000 及以上五级 C2HSK （五级） 5000 五级 C1HSK （四级） 1200 四级 B2HSK （三级） YCT （四级） 600 三级 B1HSK （二级） YCT（三级） 300 二级 A2HSK （一级） YCT （二级） 150 一级 A1     YCT （一级） 80       通过 YCT （一级）的考生可以理解并使用最常用的汉语词语和句子，具备进一步学习汉语的能力。 通过 YCT （二级）的考生可以理解并使用一些非常简单的汉语词语和句子，满足具体的交际需求。 通过 YCT （三级）的考生可以用汉语就熟悉的日常话题进行简单而直接的交流，达到初级汉语优等水平。 通过 YCT （四级）的考生可以运用汉语完成生活、学习中的基本交际任务，在中国旅游时，可应对遇到的大部分交际任务。    三、考试原则 新 YCT 以增强考生学习汉语的自信心和荣誉感为目标，遵循“考教结合”的原则，考试设计与目前国际中小学生汉语教学现状、使用教材紧密结合， “以考促教”“以考促学”。四、考试用途 新 YCT 面向汉语非第一语言的中小学生，其成绩： 1 ．可为考生了解、提高自己的汉语能力提供参考依据。 2 ．可为学校的汉语教学提供参考依据。 3 ．可为相关汉语教学单位、培训机构评价教学或培训成效提供参考依据。 4. 可为考生参加 HSK 考试提供参考依据。    五、成绩报告 考试结束后 3 周内，考生将获得由国家汉办颁发的新 YCT 成绩报告。 （大纲，已由商务印书馆出版）

新中小学生汉语考试（ YCT）介绍 为鼓励汉语非第一语言的中小学生学习汉语，培养、提高他们的汉语能力，自2004 年以来，中国国家汉办组织中外汉语教学、语言学、心理学和教育测量学等领域的专家，在充分调查、了解海外中小学实际汉语教学情况的基础上，开发了新中小学生汉语考试（ YCT ）。    一、考试结构 新 YCT 是一项国际汉语能力标准化考试，考查汉语非第一语言的中

小学生在日常生活和学习中运用汉语的能力。新 YCT 分笔试和口试两部分，笔试和口试是相互独立的。笔试包括YCT （一级）、 YCT （二级）、 YCT （三级）和 YCT （四级）；口试包括 YCT （初级）和 YCT （中级）。笔试 YCT （四级） YCT （三级） YCT （二级） YCT （一级）口试 YCT （中级） YCT （初级）    二、考试等级 新 YCT 各等级与《国际汉语能力标准》《欧洲语言共同参考框架（ CEF ）》及新 HSK 的对应关系如下表所示：新 HSK 新 YCT 词汇量国际汉语能力标准欧洲语言框架（ CEF ） HSK （六级） 5000 及以上五级 C2HSK （五级） 5000 五级 C1HSK （四级） 1200 四级

B2HSK （三级） YCT （四级） 600 三级 B1HSK （二级） YCT （三级） 300 二级 A2HSK （一级） YCT （二级） 150一级 A1     YCT （一级） 80       通过 YCT （一级）的考生可以理解并使用最常用的汉语词语和句子，具备进一步学习汉语的能力。 通过 YCT （二级）的考生可以理解并使用一些非常简单的汉语词语和句子，满足具体的交际需求。 通过 YCT （三级）的考生可以用汉语就熟悉的日常话题进行简单而直接的交流，达到初级汉语优等水平。 通过 YCT （四级）的考生可以运用汉语完成生活、学习中的基本交际任务，在中国旅游时，可应对遇到的大部分交际任务。    三、考试原则 新 YCT 以增强考生学习汉语的自信心和荣誉感为目标，遵循“考教结合”的原则，考试设计与目前国际中小学生汉语教学现状、使用教材紧密结合， “以考促教”“以考促学”。四、考试用途 新 YCT 面向汉语非第一语言的中小学生，其成绩： 1 ．可为考生了解、提高自己的汉语能力提供参考依据。 2 ．可为学校的汉语教学提供参考依据。 3 ．可为相关汉语教学单位、培训机构评价教学或培训成效提供参考依据。 4. 可为考生参加 HSK 考试提供参考依据。    五、成绩报告 考试结束后 3 周内，考生将获得由国家汉办颁发的新 YCT 成绩报告。 （大纲，已由商务印书馆出版）

新中小学生汉语考试（ YCT）介绍 为鼓励汉语非第一语言的中小学生学习汉语，培养、提高他们的汉语能力，自 2004 年以来，中国国家汉办组织中外汉语教学、语言学、心理学和教育测量学等领域的专家，在充分调查、了解海外中小学实际汉语教学情况的基础上，开发了新中小学生汉语考试（ YCT ）。    一、考试结构 新 YCT 是一项国际汉语能力标准化考试，考查汉语非第一语言的中

Interventions & Accommodations Effective interventions actually result in

improved skills for students.Student achieves increased computation

fluency. Expectations for the student are NOT REDUCED!

Accommodations may result in improved grades without actually improving skills.The student is given more time or fewer math

problems. Expectations for the student are REDUCED!

Continuous Intervention Services

When students begin the intervention process (Tier II or Tier III), they will continue in that process until they have attained grade-level standards and skills or until they are referred to the next tier or level.

The work of the Problem Solving Team with a student may continue from one grade to the next based upon data analysis and intervention outcomes.

RtI Coordinator

The RtI Coordinator is expected to monitor the day to day operations of the process and attend system-level trainings/meetings that support system-wide implementation. The RtI coordinator is responsible for collecting, reviewing, and maintaining PST documentation forms.

This is a very prestigious job.

Problem Solving Teams

Problem Solving Team PurposeProblem Solving Teams will ensure that:1. students receive interventions matched

to their identified needs;2. appropriate intervention goals are set;3. appropriate progress monitoring tools are

utilized to provide evidence of students’ response to intervention; and

4. progress monitoring data are used to make timely instructional decisions which maximize student outcomes.

Problem Solving Team Members

classroom teachers intervention teachers reading coaches special education teachers school counselors Administrators

Refer to page 4 in the Implementation Guide for the PST members’ role descriptions.

Problem Solving Team Structure

Some suggestionsGrade-level PSTsAcross grade level PSTs (K-2, 3-5, etc)Teacher team PSTsDepartmental PSTs

Number of Problem Solving Teams Per School

The number of PSTs needed per school will be determined by the number of students receiving interventions.

No PST should be expected to manage more students than can be responsibly and effectively reviewed and monitored. Each student’s data should be reviewed at least

monthly Progress reports to parents should be sent regularly

The Problem Solving Team’s Work and Responsibilities

Screening

The PST ensures that academic and behavior screening data are gathered and utilized to determine student needs for interventions.

Refer to page 18 in the Implementation Guide for criteria for identifying students at-risk.

Problem Solving

What is the problem?

The concerns about a student should be stated in objective measurable terms. The definition of the concern must focus on teachable skills that can be measured and can be changed through the process of instruction.

Refer to the sample RtI Plan.

Problem Solving

Why is the problem happening?

Gather relevant information about the student and develop hypotheses about the possible causes of the gap. Gathering information may involve further examination of classroom products, information from parents, observations, or examination of data from state assessments.

Refer to the sample RtI Plan.

PlanningHow are we going to solve the problem?

Develop an instructional and or behavior intervention plan that matches the identified student need. A good plan:

focuses on measurable objectives; defines who will complete tasks; and describes a plan for monitoring progress.

Refer to the sample RtI Plan.

ImplementingImplement the plan. Monitor the plan for fidelity of

implementation. Progress monitor regularly. Use graphs to make student performance

visible. Refer to pgs 30 & 31 in the

Implementation Guide.

EvaluatingDid the intervention work?

Evaluate student to determine his/her response to the intervention. Each student should be reviewed monthly.

Determine, based on data, whether the intervention or goal needs to be modified.

Consider whether the intensity of the intervention needs to be increased.

Repeat the problem-solving process if necessary.

R-CBM Progress Monitoring

0

10

20

30

40

50

60

70

80

90

100

110

120

130

8/30

9/13

9/27

10/1

1

10/2

5

11/8

11/2

2

12/6

12/2

0

1/3

1/17

1/31

2/14

2/28

3/14

3/28

4/11

4/25 5/

9

Week

Nu

mb

er o

f W

ord

s R

ead

Co

rrec

tly

Target WRCWRC

2 per. Mov. Avg. (WRC)

Maze (Reading Comprehension) Progress Monitoring

0

10

20

8/30

9/13

9/27

10/1

1

10/2

5

11/8

11/2

2

12/6

12/2

0

1/3

1/17

1/31

2/14

2/28

3/14

3/28

4/11

4/25 5/

9

Week

Nu

mb

er o

f M

azes

Co

rrec

t

Target MazesMazes2 per. Mov. Avg. (Mazes)

Moved to smallerIntervention group11/22/10

ChangedMy Sidewalks Level 10/11/10

Maze (Reading Comprehension) Progress Monitoring

0

10

20

8/30

9/13

9/27

10/1

1

10/2

5

11/8

11/2

2

12/6

12/2

0

1/3

1/17

1/31

2/14

2/28

3/14

3/28

4/11

4/25 5/

9

Week

Nu

mb

er o

f M

azes

Co

rrec

t

Target MazesMazes2 per. Mov. Avg. (Mazes)

ChangedMy Sidewalks Level 10/11/10

Moved to smallerIntervention group11/22/10

Progress Monitoring

Progress Monitoring

Collecting data on how the student is progressing is an essential component of RtI. The goal of progress monitoring is to determine if the intervention is appropriate and if the intervention is working. The frequency of progress monitoring will depend on the intensity of the intervention and the nature of the skill deficits being addressed.

Progress Monitoring OptionsEasyCBM: Grades K-8 Reading & Math

CBMs from Vanderbilt University: Grades 1-7 Reading & Math

USA Testprep Grades 6-8 Reading, Math & Science Grades 9-12 Reading, Math, Science & Social Studies

Refer to page 10 in the Implementation Guide for descriptions of progress monitoring tools.

Progress Monitoring Data Calculators

Progress monitoring data calculators are available on the BCPSS website for:

Words Read Correctly Maze Comprehension Math Computation Math Concepts and Applications Behavior Event Recording Behavior Duration Recording Behavior Latency Recording

Refer to page 17 in the Implementation Guide for progress monitoring tools directions.

Intervention Goal Setting

Goal Setting1. Obtain baseline score.2. Decide upon the year-end goal.3. Subtract the baseline score from the goal to determine

the growth needed to achieve the goal.4. Determine the number of weeks available for

intervention.5. Divide the growth by the number of weeks available for

intervention to determine the weekly rate of improvement (ROI) needed to reach the goal.Refer to pages 19 - 22 in the Implementation Guide

for benchmarks and ROI norms .

ROI Example

1. Baseline: 10 correct digits (cd)

2. Goal: 25 cd

3. Growth: 25cd – 10 cd = 15 cd

4. Number of weeks available for intervention: 30

5. ROI: 15 cd / 30 weeks = .5 cd per week

Writing Intervention Goals Intervention goal example -

In 30 weeks, Mary will correctly complete 15 mazes from grade 4 standard progress monitoring passages as measured by 3 minute silent reading probes. The expected weekly rate of improvement is .37 mazes per week.

RtI/PSTs &

Special Education

RtI is a Service Delivery Model RtI is not a process for moving students into

special education nor is it a roadblock to keep students out of special education.

RtI is a way to integrate the mandates of No

Child Left Behind (NCLB) and IDEA so that all students receive high quality, effective instruction in the general education setting and beyond. The intent is to generate a seamless system of support that is available to all students at the first sign of need.

Conceptual Framework for RtI

Stu

den

ts With

IEP

sTier

I

Tier

II

Tier

III High Need

Low Need

Level o

f Su

pp

ort fo

r Stu

den

t to b

e S

uccessfu

l

Decisions regarding a special education student will continue to be the responsibility of the student’s IEP Team.

However, special education students may be discussed and their progress reviewed at PST meetings.

Referrals for Evaluation

The PST will be responsible for referring students for special education evaluation. Student referrals for evaluation must include documentation of intervention and progress monitoring data indicating the student is not responding to intervention efforts.

RtI on BCPSS Website

Locate: RtI Implementation Guide Required Forms Progress Monitoring Data Calculators Links to RtI Resources