rti for pre-k michelle bolling school psychologist carroll county schools
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RTI for Pre-K Michelle Bolling School Psychologist Carroll County Schools. Goals of Today’s Session. Establish a common language Explain the process in concept Show what it looks like on paper Explore the resources on the website useful for Pre-K students - PowerPoint PPT PresentationTRANSCRIPT
RTI for Pre-K
Michelle BollingSchool Psychologist
Carroll County Schools
Goals of Today’s Session
Establish a common language Explain the process in concept Show what it looks like on paper Explore the resources on the website
useful for Pre-K students Discuss supports for implementation Answer questions and clarify confusions
What is RTI?
Response to Intervention… is the practice of (1) providing high-quality instruction and
interventions matched to student needs and, (2) using learning rate over time and level of
performance to (3) make important educational decisions.”
A better name:Response to Instruction
National Association of State Directors of Special Education (2005) Response to Intervention: Policy Considerations and Implementation, p. 5
Key Characteristics of RTI
Universal screening of academics and behavior
Multiple tiers of increasingly intense interventions
Use of evidence-based practices and interventions
Continuous monitoring of student performance
Data-based decision making
RTI & Early Childhood Education
Multi-Tiered Approach
Tier 1- Standards-Based Classroom Instruction (what we do for all students)
Tier 2- Needs-Based Learning (selected interventions for some students)
Tier 3- Committee-Driven Instruction (intensive interventions for fewer students)
Tier 4- Specially Designed Instruction (special ed., 504, alternative placement)
RTI in the Real-World
Annual check ups at the Doctor’s Office Dr.s use weight as a universal screener for physical health Everyone gets weighed at a DR’s visit
If on target, then stay at Tier 1 Your next weigh in will be at your next visit If not, there might be a Tier 2 intervention
If Overweight, (as determined by your BMI benchmark cut-off) the doctor might suggest one of the following Tier 2 interventions:
A change in eating habits Or an increase in physical activity
Check for progress with the intervention by weighing yourself periodically (progress monitoring)
RTI in the Real-World
It’s been several weeks on the diet and exercise plan (Tier 2 intervention) You’ve used the scale to monitor progress
If you are making good progress, stay in Tier 2 (diet and exercise) LINK
If you are not making adequate progress, then your doctor might suggest a more intensive intervention (Tier 3) LINK
You begin a Tier 3 intervention Join Weight Watchers Continue Tier 2 interventions (diet and exercise)
Monitor progress more frequently (weekly weigh in with Weight Watchers)
Universal Screening Real-World Analogy
It’s been six weeks in Weight Watchers and on Alli (Tier 3 interventions)
You’ve been doing frequent progress monitoring If you are making good progress, stay in Tier 3 LINK If you are not making adequate progress, then your doctor
might do an evaluation to determine what is going on and whether you are a candidate for a more intensive intervention (Tier 4) LINK Recommend a specialist (personal trainer or nutritionist) Weight loss Medication A surgical procedure like gastric bypass Monitor progress intensively
** this is not meant to be advice regarding how to lose weight
Tier 1- Standards-Based Classroom Instruction for Pre-K Whole class, general ed curriculum
“Bright from the Start” Curriculum Effective instruction/environment
Curriculum implemented with fidelity Universal screening
Work Sampling Online Meeting with parents twice a year
Effective for most students (80%)
What Universal Screening Is:
Relevant for pre-K Answers which and how many students are
potentially in need of additional support Snapshot of a point in time Used proactively Quantitative- that means it gives you some
number by which to compare students both to each other and to expectation (the typical student)
Universal Screening
Work Sampling On Line Ratings Conducted 3 times per year
Fall Winter Spring
Aligned with instruction, standards, and benchmarks
Reviewed with Parents
Tier 1: Data Analysis
Teams work together to: Meet immediately after universal screening Analyze data and find groups of students not
performing at benchmark You’ll do this with teammates at your school For Tier 1 analysis teachers talk about the
group as a whole, NOT individual students Talking about Individual students comes later-
That’s Tier 2. Do you look at data for the entire CCS PK
group?
Team Conferencing
Format for Data Analysis Conference Ensure understanding Run reports by domains Look at each classroom’s data
Develop a plan using the Tier 1 Data Analysis and Planning Form for Pre-K
Case Example – Pre-K
What does this data tell you about the fit between the core program and these students?
Intervene at TIER 1 with the whole group
This looks pretty good. At least 80% of these kids are responding to the instruction provided.
Case Example – Pre-K
What does this data tell you about the fit between the core program and these students?
What if at Period 2 your data looks like this?
Team Sets Goals & Plans
Establish the group performance goal Set a deadline or target date For example:
Baseline was 35% in process By the Midwinter universal screening, 75% of
students will be “In Process” or higher Teachers problem-solve for specific intervention
ideas Choose from existing available strategies
Visit www.carrollcounty-rti.weebly.com for ideas Research new strategies to implement
Focus on evidence-based strategies
Work Sampling Online- Class Profile – Tier 1 Analysis
Data Discussion
Benefits of Tier 1 Data Analysis Teaming Promotion of evidence-based instruction on a
whole-class, whole-school level Systematic identification of lowest performing
students (rather than teacher impression or parent referral)
Eventual focusing of resources on fewer students at later Tiers
From Tier 1 to Tier 2
Teams consider the appropriateness of the core curriculum and make recommendations as appropriate. If appropriate, identify the lowest performing
students (roughly 20%) and move to Tier 2 status.
In pre-K, if you have 20 children, this should be about 4 kids who need Tier 2 plans.
If it’s more than that, consider adjusting for the whole group.
If not appropriate, discuss what changes to the core curriculum or teaching strategies will be necessary to ensure success for all students.
Tier 1 Data Analysis
Team looks at the data to assess the health of their core curriculum.Team determines how
to intervene.
From Tier 1 to Tier 2
Team identifies students who
requires needs basedinstruction.
Team plans TIER 2 intervention for these students.
Who are these kids?What are we going to do to help them?
18.2 %
45.6 %
36.2 %
Work Sampling Online- Class Profile – Tier 1 Analysis
•83% At Benchmark
•10% At Risk
•7% At Significant Risk
How are students responding to core program?
Tier 2- Needs-Based Learning
Evidence-based intervention Supplements core curriculum Use of data to develop interventions Small group or individual Progress monitoring (every 2-3 weeks) Effective for 90-92% of students
Team Conferencing
Format for Data Analysis Team Conference Look at classroom-level data Identify students not progressing as expected Separate into groups/subgroups Problem solve for strategies to use with these
groups (visit www.carrollcounty-rti.weebly.com Outline implementation & progress monitoring plan
How, who, when? Complete Tier 2 intervention plan forms
When you meet with parents to discuss assessment talk about the Tier 2 interventions and what they can do to help.
Make sure hearing and vision screenings are passed and current within one year.
Transitioning from Tier 2 to Tier 3
Team of Teachers analyzes student progress monitoring data
In cases of inadequate progress discuss whether administrative review is appropriate
Administrative Review (Show your AP your data) AP checks for adequate data points over time AP checks fidelity of intervention
interventions are implemented as specifically outlined using the schedule and duration as set by the committee.
AP makes a recommendation Continue/adjust at Tier 2 Refer to Tier 3
Tier 3- Committee-Driven Instruction
The committee is the SST Committee, led by your AP APs are responsible for scheduling and facilitating
SST meetings. More intensive intervention
Increased time (min/day or days/wk) More individualized intervention
Decreased teacher student ratio Progress monitoring (every 1-2 weeks) Effective for 92-96% of students
Case Example
0
10
20
30
40
50
60
70
80
InterventioReading Mastery 30 minutes dailysmall group 4-5 studentsPush in model EIP teacher
Intervention
Target Behavior Goal Line
Target Behavior Trend Line
Aim Line
After the first nine weeks, Suzy is not considered to be making adequate progress in order to meet the goal of 68 words correct per minute by mid year. The committee recommends a more intensive intervention be implemented.
Outcome Based Instructional Guide
Suzy Suzy will read 68 words correct per minute on a second grade passage measured by Oral Reading Fluency (ORF) on the DIBELS by mid year.
First ReportSpecific Skills Progress Monitoring
More Needed
Mickey Haalman
Goal:Name:
Case Example
0
10
20
30
40
50
60
70
80
InterventioReading Mastery 30 minutes dailysmall group 4-5 studentsPush in model EIP teacher
Intervention
Target Behavior Goal Line
Target Behavior Trend Line
Aim Line
After the first nine weeks, Suzy is not considered to be making adequate progress in order to meet the goal of 68 words correct per minute by mid year. The committee recommends a more intensive intervention be implemented.
Outcome Based Instructional Guide
Suzy Suzy will read 68 words correct per minute on a second grade passage measured by Oral Reading Fluency (ORF) on the DIBELS by mid year.
First ReportSpecific Skills Progress Monitoring
More Needed
Mickey Haalman
Goal:Name:
Transitioning from Tier 3 to Tier 4
Committee assesses intervention fidelity If intervention fidelity was insufficient, steps should be
taken to remedy the problem and the intervention may be tried for an additional period.
If the intervention was implemented with fidelity and the student did not progress:
Consider extending current intervention/s Consider gathering additional data
Did the intervention target the right skill? Is there something that we missed?
Consider additional Tier 3 intervention/s Consider requesting review by the Intervention Review Team
(IRT) Led by your AP typically involving your school psychologist
Tier 4- Specially Designed Instruction
For Pre-K this is Special Education Assistance (including Speech and other Disabilities).
Refining interventions based on data Even more intensive intervention
Increased time (min/day or days/wk) More individualized intervention
Decreased teacher student ratio Progress monitoring (every 1-2 weeks) Effective for 100% of studenst
Tier 4- Specially Designed Instruction
Instruction that is targeted and specialized to meet individual students’ needs
Not a place, location, or specific classroom May be provided in a regular education class or
in a separate setting May include special education and related
services
Just because you get a Tier 4 service doesn’t mean you can’t access Tier 2 or 3 Interventions.
Where do you get the interventions to implement?
Carrollcounty-rti.weebly.com
Criteria for “GOOD FIT” Intervention Plans Is it doable? Is it time-efficient? Does it fit the setting? Does it address the hypothesis? Is it data-based? Is it team-generated? Is it evidence-based practice? Is it acceptable to the plan implementers? Is it acceptable to the student? Is it age-appropriate and respectful of the student? Is it sensitive to cultural diversity?
Progress Monitoring in an RTI Framework
Progress Monitoring in an RTI Framework
Step 1: In the Progress Monitoring Folder, open “Progress Monitoring_MB.xls”
Important Points to HighlightProgress Monitoring in an RTI Framework
Enter correct intervention TierProgress Monitoring in an RTI Framework
Enter student information. Progress Monitoring in an RTI Framework
Specify the intervention. Progress Monitoring in an RTI Framework
Establish the goal.
Progress Monitoring in an RTI Framework
Writing Goals for Progress Monitoring
A possible format In (time frame), (student) will (describe what they
will do) on (name the progress monitoring measure), to achieve (desired performance level).
Example In six weeks, Barry will ask to play with friends at
recess as measured by weekly teacher frequency counts, to achieve a rate of 80% of recess occurrences.
In six weeks, Michelle will
Write your goal in the “Goal” box. Progress Monitoring in an RTI Framework
Specify your intervention. Progress Monitoring in an RTI Framework
Enter end date and outcome goal.Progress Monitoring in an RTI Framework
Note the goal line has moved. Progress Monitoring in an RTI Framework
Enter your baseline data. Progress Monitoring in an RTI Framework
Data points automatically graph. Progress Monitoring in an RTI Framework
Progress Monitoring in an RTI Framework
Notice the aim line in red.
Intervention is definitely needed. Progress Monitoring in an RTI Framework
Progress Monitoring in an RTI Framework
Begin your intervention.
Enter progress monitoring data. Progress Monitoring in an RTI Framework
Progress Monitoring in an RTI Framework
Enter progress monitoring data.
Continuously evaluate progress. Progress Monitoring in an RTI Framework
Progress Monitoring in an RTI Framework
Make a data-based decision.
Data-Based Decision Making
When the trend line is above the aim line, adequate progress is being made
When the trend line is below the aim line (or flat), instructional changes are necessary
Other rules of thumb 3-4 consecutive data pts below the aim line
may indicate a need for change If 6 consecutive data points are above the aim
line, the goal is likely too low and should be increased.
Enter committee decision. Progress Monitoring in an RTI Framework
What if it looked like this?Progress Monitoring in an RTI Framework
Note the different decision. Progress Monitoring in an RTI Framework
You don’t need anything fancy. Graph paper and a pencil will do. Remember to include:
Y axis (what you are measuring) X axis (dates of data points) Baseline (where the student started – before you began
intervention) Goal (where the child needs to be) Aim line (connects baseline to goal) Data points (one every 2 weeks)
The WSO system may provide individual student reports, but I had limited access to the system.
When you get training ask about using WSO to monitor individual student progress.
Progress Monitoring
Data points should be collected not less than every 2-3 weeks for students who are having difficulty.
Every 1-2 weeks is best for students who are having a lot of difficulty.
Students who are at benchmark do not need frequent progress monitoring. (1x/mo if cautious or even the 3x/year benchmarks are fine)
Important Points
Progress monitoring is used to see if interventions are working.
You must be able to Identify the intervention period
Date began: _____ Date ended: ________ Identify the evidence-based intervention
______________________ Identify the schedule of the intervention
______minutes, _______ times per week Identify the intensity of the intervention
# ____students: __ teacher/parapro