**Practical RtI**

Old Model:

Every Child Can Learn

We just have

to find the right tool

**F**

**Graphing Interventions**

**Selecting Appropriate**

Interventions

Interventions

**A+**

**Evaluating**

Intervention Effectiveness

Intervention Effectiveness

.

Resources for RtI Implementation

Scope of this Presentation

Scope of Presentation

RtI Basics

Choosing Appropriate Interventions

Graphing Interventions

Interpreting Intervention Results

**Problem-Solving**

Model:

Model:

1. Identify

the problem

2. Analyze

the problem

3. Develop

a plan

4. Implement

the plan

5. Evaluate

the plan

DIBELS, DSC, and other data used to identify children who are experiencing a learning problem.

Teachers are the front line for identifying problems that may not be "picked up" by these measures.

What is the problem? What is it we expect the students to be able to do and what is the student currently doing?

Why is the problem occurring?

Data-based decision making

Analyze benchmark data to determine next steps

DIBELS, Star, other school-wide measures

Student learning problem = Something is wrong with student

In other words...

He or she is "just not that sharp"

New Model:

Student learning problem = Standard instruction isn't working

http://goo.gl/LjYyFW

Contact Information

Joshua.Lowe@desotopsb.com

Presented by:

Joshua Lowe, SSP, NCSP

Nationally Certified School Psychologist

RtI Basics

The Dreaded "Triangle"

Tier 1:

Generalized interventions formally taught and implemented in the whole class in a structured manner.

Tier 2:

Moderately intensive and focused interventions taught and practiced on a small group or individual scale in a systematic and structured manner on an ongoing basis.

Tier 3:

Highly intensive, focused, and individualized interventions formally taught and practiced on a small group or individual scale in a systematic and structured manner on an ongoing basis.

Interaction:

sli.do #rti

What do we do about the problem?

Select an appropriate intervention for the specific skill deficit

Clearly define intervention duration, frequency, session time, intensity (group size), location, data monitoring schedule, and who is ensuring fidelity

Tips for Implementation:

Consistency is key: Verify that the intervention is occurring as spelled out in the plan

Track data: Data MUST be tracked so that the results can be evaluated. Without data, no decisions can be made regarding effectiveness.

Did the plan work?

How has the student responded to the intervention(s)?

Has the achievement discrepancy between grade level peers and target student decreased? If so, is it likely to continue to decrease?

Do we continue the intervention, discontinue, adjust, or potentially refer for a special education evaluation?

Interventions must be targeted to specific skill deficits:

5 Big Ideas in Reading:

Phonemic Awareness

Alphabetic Principle

Fluency with Text

Vocabulary

Comprehension

http://reading.uoregon.edu/big_ideas/

Math:

Math Calculations

Math Problem Solving

Math Fluency

Other Areas: Written Expression, Listening Comprehension, Oral Expression

http://educationnorthwest.org/resources/mathematics-interventions-what-strategies-work-struggling-learners-or-students-learning

Useful Tools for Intervention Selection:

Academic Intervention Planner from InterventionCentral.org:

http://www.interventioncentral.org/tools/academic-intervention-planner-struggling-students

"If, Then" Reading Interventions Manual:

http://www.teacherspayteachers.com/Product/RtI-Response-to-Intervention-If-Then-Reading-Interventions-Menu-290392

What Works Clearinghouse:

http://ies.ed.gov/ncee/wwc/

Computer-based Programs:

My Reading Coach

Voyager

Earobics

Headsprout

Reading:

Math:

Fastt Math

Odyssey (Compass) Math

Accelerated Math

Multiple Academic Areas:

Moby Max

Progress Monitoring:

Frequency:

At least once a week

Sensitivity:

Needs to be a sensitive enough measure to pick up on small changes in progress

Comparison:

Class, grade level, or district norms to compare student's progress to is best. Benchmarks less desirable alternative

Accuracy:

Measure needs to be related to the area of need

Obtaining Progress Monitoring Data:

District Tools:

DIBELS, Star Reading & Math, iSteep, computer intervention programs

Curriculum-Based Measurement (CBM):

Short, reliable, and backed by research.

http://www.interventioncentral.org/curriculum-based-measurement-reading-math-assesment-tests

Problem Identification:

http://www.lefthandlogic.com/htmdocs/interventions/sbit.php

Graphing Progress Monitoring Data:

District Tools:

DIBELS, Star, Steep, Computer Programs

Chart Dog:

Graph any CBM/Intervention Data

Excel:

Use a template to graph most types of data

At least 3 data points to begin graphing a trend

Aim line or goal line

Trend line

Components Needed in a Graph:

Tools to Graph Data:

Evaluating Intervention Results:

There are multiple models for interpreting intervention results:

Four-Point Method

Trend Line Analysis

Four-Point Method:

Examine the four most recent data points (minimum 6 data points)

If all four above goal line, increase goal

If all four below goal line, adjust intervention

If points split between goal line, continue intervention

Trend Line Analysis:

If trend line is steeper than goal line, increase goal

If trend line is flatter than goal line, adjust intervention

If trend line and goal line are the same, continue intervention

Easy to implement, but not as sensitive

More sensitive to changes, but requires calculation to obtain

Source for this section:

National Center on Response to Intervention: rti4success.org

Intervention Reminders:

Good data in, Good data out: Know where your data is coming from and the validity of that data

All Tier III instructional decisions should be based on data obtained during progress monitoring

Remember to keep things simple and efficient to ensure that it is likely to be carried out

DIBELS Assessment:

STAR Reading/Math:

Very Good Tool:

District policy provides frequent data points, sensitive to changes, contains trend line and benchmark data

Pros:

Will graph data after 4 points, computer-based means less personnel, provides percentile ranks based on national norms

Cons:

General district usage of 3x year, no aim line in graph

My Reading Coach:

Great Progress Reports:

My Reading Coach:

RAPS 360:

Virtual reading diagnostic assessment

Assesses phonemic awareness, phonics, vocabulary, grammar for meaning, comprehension, fluency, and eye tracking

Need to change default assessment to weekly

Chart Dog:

Tool from InterventionCentral.org

Graph any type of CBM data

Somewhat of a learning curve, but will graph intervention data in a clear way

Use of an Excel Template:

Relatively easy to use and understand - Just plug in data

Needed graph created automatically

Drawback: Ease of use means some data may not be easily graphed

Example:

Student is being assessed on words read correctly per minute. What do these results tell us?

Example:

Student is being assessed on words read correctly per minute. Goal is to hit 60 WPM after 8 weeks.

What do these results tell us?

Example:

Johnny is being assessed on words read correctly per minute. Goal is 70 WPM at 9 weeks.

What do these results tell us?

Example:

Suzy is being assessed on letter identification per minute. Goal is 26 uppercase letters at 8 weeks.

What do these results tell us?