Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Paving the RtI path

No description
by

Paula Herraez

on 30 June 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Paving the RtI path

PAVING THE RTI PATH:
UTILIZING DATA COLLECTION
FOR TARGETED INTERVENTION GOALS

PAVING THE RTI PATH UTILIZING DATA COLLECTION FOR TARGETED BEHAVIORAL GOALS

RtI Overview
CDE TIERED TRIANGLE

Academic Data Collection
http://www.intensiveintervention.org/resources/tools-charts

Academic Interventions
Academic Progress Monitoring
Behavioral Interventions
Behavioral Progress Monitoring


www.easycbm.com
DIBELs
Galileo
TCAP
Alpine
SME
AIMSweb
Study Island
Florida Center for Reading Research : www.fcrr.org
Khan Academy
Agenda
8:00-8:10
Introductions

8:10-8:30
Poll

8:30-9:30
RtI Refresher/Academic Data Collection

9:30-9:45
Break

9:45-10:15
RtI Refresher for behavioral needs

10:15-11:00
Behavioral Data Collection

11:00-12:00
Lunch

12:00-1:30
Apps that can support RTI/Differentiation

1:30-1:45
Break

1:45-2:30
Customization

2:35-3:00
Session Summary

Google Poll

Question 1: RtI is...

Question 2: MTSS stands for...

Question 3: How effectively is your RtI Team using Data?

Question 4: What is your comfort level with using technology to help create forms?
Purpose of Today's PD
Learning Goal:
Participants will gain an overall understanding of the RtI process and generate forms to facilitate data collection.
RtI Manual
PCS Forms
IC
Jill's Referral Forms
Elementary
Middle
High

https://docs.google.com/a/pueblocityschools.us/forms/d/1IrN_PFVuXWD2KAcNdGuVSL_rV6bPAVjqwkbDfSXExU0/viewform?c=0&w=1&usp=mail_form_link
RtI Tools
RtI Overview
DISTRICT GOAL 1:
Each school will have a systemic and systematic process that ensures that EVERY child receives the time and support needed to learn at high levels. This will be evident when sufficient opportunities are created for learners who benefit from acceleration opportunities and/or supplemental support.

DISTRICT GOAL 2:
RtI will be embedded and integrated into current initiatives and systems and will become a way of doing business for all learners. This will be evident when schools’ Unified School Improvement Plans (USIP) and building level teams (i.e., Building Leadership Teams (BLT’s) and Professional Learning Communities (PLC’s)) work collaboratively and connect efforts to supporting student achievement.

MTSS Definition
Behavioral Data Collection
PBIS World
http://www.pbisworld.com/

The Evidence Based
Intervention Network
ebi.missouri.edu
Intervention Central/Chart Dog
http://www.interventioncentral.org/

http://www.interventioncentral.org/teacher-resources/graph-maker-free-online

Behavior Doctor
http://www.behaviordoctor.org/index.html

National Center on Intensive Intervention
http://www.intensiveintervention.org/

Positive Behavioral Interventions & Supports
http://www.pbis.org/default.aspx

Teacher Behavioral Strategies: A Menu
http://www.interventioncentral.org/behavioral-interventions/challenging-students/teacher-behavioral-strategies-menu



Additional Apps to Support

The Multi-Tiered System of Supports (MTSS) conceptual framework represents two sustainable systems change frameworks, Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS).

MTSS is a whole-school, prevention-based framework for improving learning outcomes for every student through a layered continuum of evidence-based practices and system.
Big RTI vs. Little RTI
Culture & Building Consensus
Curriculum & Instruction at Tier I
Leadership and Support
Connection & Integration
Professional Development

Big RTI: MTSS
Little RTI
Student Problem Solving
Individual student
Problem Analysis
Plan Development
Plan
Implementation
Evaluate Efficacy

Climate & Culture (Social/Emotional/Behavior)



Curriculum & Instruction
(Academic)

Where do I start? 80/20
The “80/20 Rule.”

DATA is our first clue in effective identification
Against Standard/Benchmark
Against cohort/peers (grade/content etc)

PROPER problem identification is essential
in order to increase efficacy of RtI and interventions.

TIER 1
When you are trying to change a behavior, it will typically get worse, before it gets better
This behavior may not be extinguished completely and can re-occur—you must stay consistent
Always build on the student’s strengths
Create behavior momentum

Keep in Mind

Immediate
Given with specific feedback
Frequency depends on age and the averseness or difficulty of the task
Must align to student interests and motivators

Using Rewards

Use positive reinforcements, not punishments.
Provide opportunities for success (build confidence)
Recognize and praise when student is on-task
Give choices—allow student to be in control of learning when possible.
Promote intrinsic motivation. Ask the child what they like about what they did.
Always commend the child on his/her improvement.





Interventions

A student’s behavior is not random but is determined by one or more root causes; the most common of which include:
Attention Seeking
Avoidance
Access to rewards (tangibles, pay-offs, preferred task)

When you are trying to change a behavior, it will typically get worse, before it gets better
This behavior may not be extinguished completely and can re-occur—you must stay consistent
Always build on the student’s strengths
Create behavior momentum

Keep in Mind

The Multi-Tiered System of Supports (MTSS) conceptual framework represents two sustainable systems change frameworks, Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS).

MTSS is a whole-school, prevention-based framework for improving learning outcomes for every student through a layered continuum of evidence-based practices and systems.


MTSS Definition

Every student, every staff member, every family, every school setting

Family, School, and Community Partnerships

Adapted from George Sugai, 2012

Adapted from Batsche and Elliott materials (citing Ken Howell)

MIDDLE

Reading
59.3%
Math
34.06%
Writing
45.81%
Science
31.63%

DISTRICT DATA: 2012 TCAP Academic Achievement (%P & %A)
Instruction-HOW it’s taught
Curriculum-WHAT is taught
Environment-Environment WHERE instruction occurs
Learners-LAST consideration since this variable is usually fixed

ICE/L
The Tiers

TIER 1 SCHOOL & CLASSWIDE

TIER 2 SMALL GROUPS

TIER 3 INDIVIDUAL

The Behavior Tiers
Class-wide problems exist
Students have not learned
appropriate behavior
Obtain attention
Escape or Avoid
Sensory Need

Common Reasons for Misbehavior
A student’s behavior is not random
but is determined by one or more root causes; the most common of which include:
Attention Seeking
Avoidance
Access to rewards (tangibles, pay-offs, preferred task)

Identify Root Cause
Ask yourself….
“What is the function of this behavior?”

--What happens before behavior is exhibited?
Antecedent
--What happens while behavior is exhibited?
Behavior
--What happens as a result of the behavior?
Consequence
A + B = C

Identify Root Cause
(Continued)
It must serve the same function as the problem behavior
The plan is proactive, not reactive.
“The best time to intervene on problem behavior is when the behavior is not occurring.” (Carr et al., 2002, p.9)
Behavior needs to be Efficient:
- Easy for the student to get what he or she
wants/needs
-Easy for others to understand
Behavior needs to be Effective:
-Student gets reinforcer right away
-This is the only and best way to get what he
or she wants

How do I choose a replacement behavior?
Use positive reinforcements, not punishments.
Provide opportunities for success (build confidence)
Recognize and praise when student is on-task
Give choices—allow student to be in control of
learning when possible.
Promote intrinsic motivation. Ask the child what they like about what they did.
Always commend the child on his/her improvement.

Tier 1 Interventions
Immediate
Given with specific feedback
Frequency depends on age and the
adverseness or difficulty of the task
Must align to student interests and motivators

Using Rewards
When you are trying to change a behavior,
it will typically get worse, before it gets better
This behavior may not be extinguished completely and can re-occur—you must stay consistent
Always build on the student’s strengths
Create behavior momentum

Keep in Mind
Purpose
Decrease or extinguish negative behavior
Replace negative behavior with positive behavior
Goal setting
Data Collection
Monitoring
Parent/student involvement (Goals)
Using Behavior Charts
Identify a target behavior (SPECIFIC)
Collect baseline date
-(student:peer)
-(rubber bands)
Identify a replacement behavior
Set 1-3 goals (age/positive)
Design tool
Teach replacement behavior
Identify rewards/reinforcers (& consequences)
Implement Intervention
Collect and monitor data
Adjust goals as needed
Using Behavior Charts (STEPS)
Behavior Report Card Maker

http://www.interventioncentral.org/teacher-resources/behavior-rating-scales-report-card-maker

Use google to create a form: See Sheila's
Intervention Central
Rewards/Reinforcers & Consequences

Weekly percentages

Remember the extinction BURST

Data: What does it mean?
Consequence

Setting Event

Consequence

Consequence

Acceptable Behavior

Problem Behavior

Desired Behavior

Trigger/ Antecedent

(adapted from O’Neil et al., 1997)

Autism Lite
Class DoJo
Go Noodle

Check in/check out resource: http://miblsi.cenmi.org/MiBLSiModel/Implementation/ElementarySchools/TierIISupports/Behavior/TargetBehaviorInterventions/CheckInCheckOut.aspx

Project Apps for Personal Expression
Scribble My Story
Story Creator
Videolicious
Animoto
Little Story Maker
Our Story
Toontastic
Sock Puppets
PuppetPals2
Educreations
Show Me
ScreenChomp
Doodle Buddy
Apps for Emotions
Expressions
Emotions
Funny Face
Moody Monster Manner
The Grouchies
Touch & Say
Touch and Learn-Emotions
Find Me

Lesson Objectives:
Participants will learn:

the components of the RTI process through a refresher.
how to address Tier 1, Tier 2, and Tier 3 using various forms of data.
how to use programs ClassDojo, Google Forms and Google Sheets to collect and monitor student data
how to develop custom forms to address individual building needs
Evidence of Learning:
Participants will show that they understand by developing an overall implementation plan.
http://www.teachertube.com/video/241598&title=Seinfeld_History_Lesson
Emotional Development Apps
Melissa Cellan, Jill Massaro, Paula Herreaz, Sheila Adams
Full transcript