welcome hs & ms rti liaisons! shirley jirik, ed.d. svvsd rti coordinator november 7, 2012

Welcome HS & MS RtI Liaisons!

Shirley Jirik, Ed.D.SVVSD RtI Coordinator

November 7, 2012

http://www.youtube.com/watch?v=5L8Em5vU0FU

Purpose

• To learn from each other and to share ideas about Response to Intervention

Survey Says• What are your professional development

needs around assessment?–Progress Monitoring ranked the

highest• Lauren Eker on Alpine’s new progress

monitoring tool today• Blog with progress monitoring tools

Survey Says• Data Analysis

– Data analysis at the problem-solving team level

• Decision Rules for Progress Monitoring Data Today

Survey Says• Service Delivery & Scheduling

–Delivery Model for Intervention–Scheduling for RtI

• Brief look at this today• Collect more information today

Survey Says• Support for Problem-Solving Teams

– Help with ELL intervention/ data collection

• District team working on developing some specific tools on this– CDE developed a extensive CLD Toolkit

Learning Targets

• Learn to use the progress monitoring tool in Alpine Achievement

• Use data analysis strategies to problem-solve next steps for a student in the problem-solving process

• Learn about delivery models and building schedules that assist in RtI implementation

Working Agreement

• Limit side Conversations & technology distractions• Focus on the topic• Break time• To regain your attention

Since last we met…

• Life has been like what novel or movie?

INFRASTRUCTURE NEEDED FOR IMPLEMENTING RTI

What structures are needed?

Professional Learning

Communities

Grade level/dept Meetings

Problem-Solving Team

Tier 1- Universal Instruction and Assessment


Communities



How are we doing overall?Has the instruction been successful?

Building-wide Data Dialogues that result in Standard Protocol Responses = 80%

SIOP Strategies

Tier 1 Best Practices

Standard Protocol Response

Tier 2- Targeted Intervention and Assessment


Communities



Is there a problem?Has the instruction been successful?

15 % =Problem-Solving and Standard Protocol for small groups of students

Collaboration and communication are critical!!

Grade Level/ Department Work

• Protocols and structure to lead these discussions- see handout

• Honesty• Roles and responsibilities so we are

accountable to each other

• Grassroots effort

Tier 3- Intensive Intervention & Assessment


Communities



What is the problem?Has the intervention been successful?

About 5%Individual Problem-Solving

Elbow Partner Share

• Share one ‘aha’ you had

• Share one ‘wondering’ you still have

DELIVERY MODELS AND SCHEDULESLearning Target #2

Delivery Models

• Team Teaching/ Co-Teaching• Pull out model- student receives intervention

instead of core content• Double Dip- student receives intervention

class and core class• Extra Learning Opportunities- During lunch,

before or after school

1. Use Elective Periods• Motivation for students weighs in here• The argument of –“if they can’t read, why

are we worried about anything else?”• Maybe only miss 1 elective instead of both?

National Center for RTI, 2011

Ideas for Scheduling Intervention Classes in Secondary Schools:

2. Add an Additional Class Period• Shorten transition periods between classes or

shorten the length of the classes so we can gain enough time to offer an intervention period

• Every teacher needs to be on board because they may have to teach an extra period

• Students do not miss electives

Ideas for Scheduling Intervention Classes in Secondary Schools :

3. Pull Students from Core Classes• Shifted students from SS or Sci to do intervention classes• Argument is- “They can’t do well in Sci or SS if they can’t

read.”• Only one of the 12 schools did this but it was extremely

successful• When they returned from intervention classes to Sci or SS,

students did better because they had better skills and were able to get caught up

• Question—How would you account for grades if a student is out for a period of time during the quarter?


4. Provide Extended Learning Time• Outside of regular school day• Tutoring type of classes• Zero hour before school • After school• Saturday School (2-3 hours)• Transportation and staffing are areas to work

out


• All scheduling solutions require a lot of thought, communication, and ‘buy-in’ from staff, parents and students.

• Use progress monitoring data to determine the success of the intervention (ultimately also determines the success of the scheduling change).

• Most staff emphasized the importance of constantly monitoring what was working and tweaking the schedule as needed to make it work better. Need to be flexible!

• Focus on Tier 1/core instruction first!• Most staff discussed needing to establish schedules that

allowed for fluid student movement depending on their needs.

***Big Ideas***

SUMMARY OF “TIERED INTERVENTIONS IN HIGH SCHOOLS: USING PRELIMINARY ‘LESSONS LEARNED’ TO GUIDE ONGOING DISCUSSIONS”

About HSTII

• Collaboration among three national technical assistance centers:– National Center on Response to Intervention – National High School Center– Center on Instruction (Special Education Strand)

• Goal to enhance the understanding of how tiered intervention models are emerging in high schools

26© 2011 NHSC, NCRTI, and COI

HSTII Approach

• Identified high schools implementing tiered interventions, based on recommendations from regional comprehensive centers, regional resource centers, and state education agencies

• Contacted 51 high schools• Interviewed 20 high school administrators• Convened technical advisory group• Conducted eight site visits


Scope and Focus of Tiered Interventions: Observations Across Eight Sites

• Overarching purpose: Improve student achievement• Framework: Three or four tiers of intervention • Primary focus: 9th- and 10th-graders, English and/or

mathematics• Various goals:

– Reducing Ds and Fs– Strengthening existing initiative to reduce tardies – Reducing behavior referrals – Increasing graduation rate


Ongoing Progress Monitoring

29

Level of instruction

Measure Frequency

Primary • Ongoing formative assessment • Common mathematics assessment• Common writing prompts• Grades• Attendance

• Daily• Monthly• Monthly• Semester/quarter• First 20 days of school,

quarterlySecondary • Teacher-developed algebra CBM

• Maze passage• D/F reports• Time-sampling for behavior

• Every other week• Every other week• Weekly• Weekly

Tertiary • Measures embedded in intervention program

• Behavior tracking sheets

• Daily

• Daily

Yields data to assess students’ learning and academic performance and to determine whether a specific intervention is effective for a particular student

Examples From Site Visits


Secondary Prevention: Examples From Site Visits

English/language arts Algebra Behavior

Time in intervention

55-minute periods, 5 days a week, 1 semester

55-minute periods, 5 days a week, 1 semester

40-minute period, 1 day a week during advisory, 1 semester

Instructional content

Vocabulary, comprehension strategy instruction, fundamentals of writing (organization), study skills

Preteaching and reteaching concepts from core curriculum

Example: Check and Connect

Instructional delivery

Large groups divided into small groups/pairs, explicit and systematic instruction, frequent feedback, scaffolding, differentiated instruction

Large groups divided into small groups/pairs, explicit and systematic instruction, frequent feedback, progress monitoring to ensure mastery

Positive learning environment, posted behavioral expectations, explicit teaching of strategies

Assessment Ongoing formative assessment, journal checks (writing samples), CBM (maze passages)

Teacher-developed CBM organized around state standards

Office discipline referral and grade monitoring for particular students


Table Talk

• Delivery Models and Scheduling– Share with your table group successes and/or

challenges your building team has faced with these 2 components

– Be prepared to share ideas with the larger group too

Notes on Table Discussions

• Administration driven for scheduling– Time, money and how can we make it happen– Possible comp hours for being on the team—additional

they get paid for (from parent teacher conferences)• Possibly provide credit using the PST model• Built-in times for intervention (into the master

schedule) Adds more structure• HS with full time fte for RtI and dedicated space for

tutoring• After school HW club- 2 days a week with math tutors

• Difficult at HS level because of credits– Possible study skills class that will get them some credits

• After school programs– Attendance and staffing can be hard– Try to make it a culture so kids can come and just do work even if they

are not behind– Some students are required to be there until they don’t have F’s—

administrator holds the accountability for kids because there is a call home if absent

– Most kids walk– Follow-up and parent communication– Almost a full time job to manage this at Erie—about 100 kids every

Tues (2-4 staff)

• Mead MS- fte for RtI, secondary lit—teach on the elective schedule- 3 labs each for literacy and math (lab model)– Team teaching model in place as well

• Guided study for our math sections (guided study rotates) smaller sections– Could these be math credits?Right now, they are elective credits

• Trading for RtI time from teachers who wanted to serve on the Problem-solving team and taking away some of the monthly staff meetings

• HS level- CDC classes- exploring options that are meaningful to them

Stick with it!

Re-examine

and Revise

Make the Change

Housekeeping Items

• Tier 1 Form as a google doc– Copy the form– Strategy for Collecting exemplars

• Tier 2 Referral Form– Before next meeting google doc

• Implementation Rubrics– Turn into Shirley Jirik so these data can be

collected for future use

• If you had a 100 pennies to place across these rows, where would you put them?

• Spend your bucks sothe rows should total 100 across

Spend a Buck

Then Graph It

• You can ‘spend’ 2 dots on the chart paper graph

• Where would you spend it?

Break Time

DATA ANALYSIS AT THE PROBLEM-SOLVING TEAM MEETING

Learning Target #3

2 Types of Data Analysis

1. Diagnostic type assessment to help us pinpoint where to intervene

2. Making decisions based on progress monitoring data analysis

***Don’t forget gap analysis!

Decision Rules with Progress Monitoring Data

• The following series of slides comes from AIMSweb progress monitoring training power point.

Start Finish!

Goal of 115wrc/min

Starting at 48 wrc/min

43Summer 2009

Quiz

A brief review of leading research on progress monitoring:

Group Question 1. Generally speaking, how many data points are recommended according to Shinn (1989) before considering a decision?

Answer 1. 7 – 10

44Summer 2009

Building Confidence in Decision-Making

Variability of the data: a. The “more variable” the data, the

larger the error in the slope.

The larger the error in the slope, the more data points are needed to gain confidence in the trend/actual progress made.

b. The "tighter" the data, the fewer the number of data points potentially needed to be “confident” in the trend developing.

45Summer 2009


The direction of the trend:a. If all the data points are below

the aimline and going strongly negative, you will not likely need 7-10 data points to confirm "uh-oh!"

b. In contrast, if all data points are above the line and in strongly positive direction, the opposite applies—you won’t likely need 10 data points to say, "wow" and increase the ambitiousness of your goal.

46Summer 2009


ROI & aimlines are important: Observe data against an “expected rate of progress” or “aimline.” The absence of such makes for increased error. (AIMSweb® automatically displays this data, but other systems may not.)

Without aimline or trend lines With aimline or trend lines

47Summer 2009

Baseline Data

KEYAimline:

Trend line:

Corrects:

Errors:

*All data and identifying information presented are fictitious.

48Summer 2009


49Summer 2009


AIMSweb® Progress Monitor provides the new ROI after the entry of three (3) data points.

50Summer 2009


51Summer 2009


52Summer 2009


53Summer 2009


54Summer 2009


Teacher referenced research of Shinn (1989), Christ & Silberglitt (2007) and collected eight (8) data points thus far.

Is this enough data to evaluate efficacy of instructional program?

55Summer 2009


Sample questions to ask when reviewing data:

1. Has instructional program been provided with fidelity? (Has this been observed directly?)

2. Has student attendance been acceptable?

3. Is core instruction also being provided in reading? Or, is student missing core instruction?

4. Does instruction address student skill deficits?

5. What other factors could be impacting student’s performance?

56Summer 2009


An “Intervention line” is added on the exact date the new intervention has begun.

57Summer 2009


An “Intervention line” is added on the exact date the new intervention has begun.

58Summer 2009


59Summer 2009


60Summer 2009


4 Decision Rules

1. Keep It2. Change It3. Intensify it4. Stop it

Did they respond?

Feedback• #6 on Hattie Top 22• Effect Size= .73• Most powerful when it is Teachers seeking feedback

from students about their instruction.I want to seek feedback about my instruction today.Please complete the evaluation provided on the back of your handout.

Thank you!!!

welcome hs & ms rti liaisons! shirley jirik, ed.d. svvsd rti coordinator november 7, 2012

Documents

problemsolving team

progress monitoring12

targeted intervention

problemsolving teamshelp

problemsolving processlearn

buildingwide data dialogues

universal instruction

rti implementation