Training Modules
MODULE 1
Getting
Started with
RtI
MODULE 2
MODULE 5
Scaling Up
Develop a
Plan for Year
2
MODULE 4
Data-Based
Decision
Making
Data Meetings
RtI
Training
Modules
&
Problem
Solving
MODULE 3
Interventions
& Progress
Monitoring
Stay focused
Keep sense of humor
Don’t shoot the messenger
Silence cell phones
Honor time limits

Participants will understand…
 Consensus Building
 Definition, Rationale, and Goals of RtI in Florida
 Laws – NCLB, IDEIA, Florida Rules & Statute
 Infrastructure
 Multi-Tiered Model
 Big Ideas of Problem Solving
 Formation, Function and Purpose of Problem Solving Teams
 Principal’s Role in RtI
 Implementation Steps of RtI
In the beginning
None of
Beliefs,
Skills,
Knowledge
All of
Beliefs,
Skills,
Knowledge
necessary to participate in a Problem Solving/
Response to Intervention Model
Over Time
None of
Beliefs,
Skills,
Knowledge
All of
Beliefs,
Skills,
Knowledge
necessary to participate in a Problem Solving/
Response to Intervention Model
 RtI is the practice of
(1) providing high-quality
instruction/intervention matched to student
needs and
(2) using learning rate over time and level of
performance
(3) to make important educational decisions
to guide instruction.
National Association of State Directors of Special Education, 2005.
 RtI is a way to help all students obtain the appropriate
instruction and intervention to improve their academic
process.
 RtI allows students who struggle, but may not be
eligible for ESE services, to receive support services that
are based on their individual needs.
 RtI is a preventative approach that aims to identify
struggling students before they fall too far behind their
peers.
RtI prevents inappropriate identification of
students for special education services.
Racial disproportionality is reduced in programs
for students with learning disabilities, mental
handicaps and emotional handicaps.
RtI is a means for those students who “fall
between the cracks” to get the help they need.
Catching them all…
120
110
Three different students
100
Reading
Level 90
80
?
70
SLD
Intellectually
Disabled
60
60
70
80
90
100
Intelligence
110
120
 Identify students early.
 Ensure that students’ difficulties are not due to a lack of
alignment between the instruction, curriculum,
environment, and learner.
 Modify instruction and implement evidenced-based
interventions based on individual needs.
 Make informed decisions about what resources are needed
to ensure student success.
 Congress passed the revised Individuals With Disabilities
Education Improvement Act (IDEIA) in 2004.
 This Federal legislation provides the guidelines that schools
must follow when identifying children for special education
services.
 Based on the changes in IDEIA 2004, the Florida
Department of Education (FDOE) updated its regulations.
The new FDOE regulations:
 Explicitly ALLOW districts to use RtI to identify ESE
students.

Requirements
Evidenced-based practices
Frequent progress monitoring with changes in
programs as needed
Early intervention
Student outcomes drive decisions
The central question is not:
“What about the student is causing the performance
discrepancy?”
but
“What about the interaction of the instruction,
curriculum, environment, and learner should be
altered so that students will learn?”
This shift alters everything!
Teachers will meet regularly in grade levels
with an increased focus on data.
An emphasis on a collaborative approach
among teachers to share best practices.
Resources will be utilized in different ways.
Students will receive services earlier in their
school career.
Changes that RtI brings…
Earlier and more precise identification of
problems.
A more accurate identification of qualifying
students for ESE.
Decisions become more data driven.
Assessments become a common tool to gauge
student growth, classroom growth, and
building wide growth.
Changes that RtI brings…
And…the principal’s role as a
lead learner will
be magnified…
The challenge of implementing an RtI system
demands:
 adopting new beliefs, attitudes, knowledge, and
skills.
 demonstrating the discipline to change what
traditionally we have done.
RtI IS:
Complete T-Chart
1. Collaborate with
members at your table
to complete chart.
2. Envelope with
sentence strips
containing statements
describing what RtI is
and what RtI is not.
Data Driven Decision-Based
Decisions are based on the “gut feel”
approach
A problem solving framework to
structure our thinking and decision
making
An instructional program
Matching needs and resources
Intended to encourage or stop
placement of students
A collaborative effort
Possible to implement alone
Uniquely defined for each school
building
The same for each school
An “Every” Education Initiative
A special education, general education,
Title I, etc. initiative
Guided by Outcome = Result
orientation
Guided by philosophy or habits
Opportunity to learn for ALL
Opportunity to learn for some
Serving whole school, groups, and
individuals
Serving one student at a time
 Multi-Tiered System that supports RtI
 Resources:
time, personnel, materials
 Problem Solving Process
 Three teams that will look at data
 Principal leadership
Challenges to Implementation
ACADEMIC and BEHAVIOR
SYSTEMS
Tier 3: Intensive, Individualized
Interventions & Supports.
Tier 2: Targeted, Supplemental
Interventions & Supports.
Tier 1: Core, Universal
Instruction & Supports.
Three Tiered Model of School Supports
Tiers of Service Delivery
Problem Identification
What is the Problem?
I
II
Response
to
Intervention
III
Problem Analysis
Is it working?
Why is it
occurring?
What are we going to do about it?
Intervention Design
 General academic and behavior instruction
and support provided to all students in all
settings .
 More targeted instruction/intervention and supplemental
support in addition to and aligned with the core
academic and behavior curriculum.
Inventory of Resources
Tier I
Inventory all universal programs in the school intended to
prevent student academic or behavioral failure.
Tier II
Inventory programs or supports that can be individualized and
matched to students with emerging academic or behavioral difficulties.
Tier III
Inventory the most intensive programs reserved for students with
severe and chronic academic or behavioral problems that have not
responded to Tier I or Tier II supports.
EVERYONE in the school building is a
potential intervention resource
 Re-conceptualize who does what
 Personnel are used AFTER needs are
identified
 Survey personnel resources across grade-
level teams
IMPLEMENTATION STEPS:
Critical Order Prioritized
Utilizing Resources…

Analyze data and build instructional groups
based on “specific” need
 Take inventory and recommend materials
needed for instruction
 Investigate and problem solve
scheduling/spacing issues
 REMEMBER, student performance matters
more than labels, locations and staff needs
 Find time without requiring additional
personnel…




Staggering instruction
Differentiating instruction
Cross grade instruction
Skill-based instruction
 Before and/or after school
 In other words, creative time management
Example of Staggered Reading
Blocks with “Walk and Read”
(Sarasota County)
Team
Reading
Writing
Math
Science/SS
Special
Area
Lunch
K
8:45-10:30
10:30-11:30
1:35-2:35
12:15-12:50
12:50-1:35
11:3012:15
1
8:45-10:30
12-1
1-2
2-2:30
11:15-12
10:3011:15
2
10:30-12:15
9:45-10:30
8:45-9:45
1:15-1:40
1:40-2:25
12:30-1:15
3
10:30-12:15
9:30-10:30
1-2
2-2:30
8:45-9:30
12:15-1
4
12:45-2:30
8:45-9:35
10:2011:20
11:20-11:55
9:35-10:20
11:5512:40
5
12:45-2:30
9:45-10:25
8:45-9:45
11:50-12:35
10:2511:10
11:10-11:50
Palm Bay Elementary
TIME
800-810
830-845
2009-2010
1ST GRADE
2ND GRADE
3RD GRADE
4TH GRADE
5TH GRADE
6TH GRADE
ANNOUNCEMENTS
ANNOUNCEMENTS
ANNOUNCEMENTS
ANNOUNCEMENTS
ANNOUNCEMENTS
ANNOUNCEMENTS
ANNOUNCEMENTS
INTERVENTION
8:10-8:40
810-830
MASTER SCHEDULE
KINDERGARTEN
INTERVENTION
8:10-8:40
INTERVENTION
8:10-8:40
INTERVENTION
8:10-8:40
845-900
READING BLOCK
READING BLOCK
READING BLOCK
READING BLOCK
900-915
8:40-10:10
8:40-10:10
8:40-10:10
8:40-10:10
READING BLOCK
ACTIVITY
SCIENCE 8:10-8:58
8:10-9:40
ACTIVITY
8:15-8:55
EXTENDED P.E.
915-930
8:58-9:38
8:55-9:25
Intervention
9:30-10
930-945
945-1000
ACTIVITY
1000-1015
READING BLOCK
14 min
1015-1030
EXTENDED P.E.
1030-1045
10:00-10:36
ACTIVITY
10:10-10:40 (3 to Recess)
1045-1100
LUNCH
1100-1115
WRITING
LUNCH
10:24-11:04
WRITING
1145-1200
11:40-12:15(3 to Recess)
1200-1215
ACTIVITY
1215-1230
11:05-11:35
SCIENCE 11:35-12
LUNCH
11:10-11:40
12:17-12:57
1245-100
EXTENDED P.E.
100-115
MATH
115-130
SCIENCE
130-145
12:40-1:00
WRITING
11:07-11:47
220 Dismissal
225
10:40-12:10
MATH
11:10-12:10
LUNCH
11:50-12:20
MATH
MATH
12:45-1:45
12:20-1:20
12:19-12:58
EXTENDED P.E.
1:00-1:20
SCIENCE 1:45-2:20
1:00-2:20
WRITING
1:50
200-220
LUNCH
EXTENDED P.E.
1:20145-200
WRITING
ACTIVITY
1:00-1:40
BLOCK 1
11:40-12:29
MATH
1:10-2:10
9:40-11:10
EXTENDED P.E.
10:50-11:40
MATH
11:40-12:40
9:41-10:21
10:21-10:51
EXTENDED P.E.
12:02-12:40
1230-1245
10:12-10:54
ACTIVITY
WRITING
1130-1145
LUNCH
10:30-11:09
10:42-11:37
1115-1130
LUNCH
SCIENCE 1:40-2:20
SCIENCE 1:50-2:20
Dismissal
Dismissal
BLOCK 2
WRITING
1:20-1:45
INTERVENTION
1:45-2:15
INTERVENTION
1:45-2:15
Dismissal
Dismissal
Dismissal
Dismissal
12:15-2:20
3rd Grade – Walk to Intervention (Turner Elementary)
CVC
Skill 2
(Jungovich 506)
Sherman
Tiffany
Gabriel
Jane
Bob
Ross
DeeDee
Trevor
Walsh
Jake
Kayla
Ray
(9)
CVC
Skill 2
(Mazziotti 801)
SRA
Jungovich
Caleb
Sara
Travis
Dwight
Ashley
(5)
Instructional Delivery: Instructional
95% Group Phonics
Delivery: SRA
Library Lessons and
Decodable Text for
Skill 2
Progress
Monitoring Tool: PSI
Form B and C
Progress
Monitoring Tool:
PSI Form B and C
Blends Skill 3
(Ross 507)
Comp/Fluency
Voyager
(Shelton/Pagan)
Comprehension
Anthologies
(Walsh 504)
Comprehension
Anthologies
( 505)
Jungovich
Bradlee
Lillie
Terri
Walsh
Christopher
Ross(6)
Joe
Tom
Pagan Group (3rd Grade Pod)
Jungovich
Sara
Joe
Logan
Lucia
Daniel
Walsh
Charles
A.J.
Jospeh
Colton (9)
(Room 501)
Trenton
Dante J
Dave
Moe
Nick
Andrews
Tommi
Ross
David
Megan
Shane
Najet
Jamie
James
Diamond
Cassandra (15)
Jungovich
Zachary
Kari
Kate
Nick
Pam
Dan
Jon
Derrick
Bry
Ed
Wyatt
Joey
Sam
Bobby
Walsh
Jim
Dana
Bill
Elaina
Javier
(19)
Instructional
Delivery: 95%
Group Phonics
Library Lessons and
Decodable Text for
Skill 3
Progress
Monitoring Tool:
PSI Form B and C
Instructional Delivery:
Voyager Passport F
Instructional Delivery: Instructional
Comprehension
Delivery:
through Anthologies
Comprehension
through Anthologies
Progress
Monitoring Tool:
Voyager Passport RCT
Progress Monitoring
Tool:
CARS
Walsh
George
Sophia
Harvey
Ken
Christina
Silvia
Stever
Eli
Brianna
Abel
Ross
Ethan
Destiny
Aiden
Chris
Tristi
Melina
Ki
Kevin
Jescee
Dylan
Alexis
Ericka
(22)
Progress Monitoring
Tool: CARS
RTI Resource Map – ______________ Elementary
RtI Resource Map - _______________ Elementary
Tier
Assessment
Tier 1
Example: FAIR
Tier 2
Example: Phonics
Screener
Tier 3
Instruction/
Interventions
Example: Differentiation,
Flexible Grouping, etc.
Resources:
Personnel
Resources
Materials
A process that uses the skills of professionals from
different disciplines to develop and evaluate
intervention plans that improve significantly the
school performance of individual and/of groups of
students.
Problem Identification
What is the problem?
Evaluate
Problem Analysis
Did the plan work?
Why is it occurring?
Develop and Implement
Plan
What can we do about it?
 Every child can learn.
 Every child is everyone’s responsibility.
 Parents are an integral part of the problem solving
process.
 Intervention-focused problem solving can accelerate
learning.
 PSM is a paradigm shift from a traditional test-place
model to a proactive model that integrates classroom
based assessment and instruction.
 Effective collaborative problem
solving teams are built for
training, for working together,
and for making effective use of a
school’s resources.
 The problem-solving model does
not necessarily demand an
increase in resources.
 It does demand the use of existing
resources in a different way.
Identify
the Problem
Analyze
the Problem
Design
Intervention
Implement
Intervention
Monitor
Progress
Evaluate
Intervention
Effectiveness
J
L
Timeline
1. Find ‘em (assessment)
2. Do something with ‘em
(interventions)
3. Watch ‘em (progress monitoring)
4. Make informed decisions (databased)
5. Change .. if necessary (instructional
modification)
Eligibility Focus
 Diagnostic/Test & Place
Model
 Get label
Outcome Focus
 Problem Solving/
Response to
Intervention Model
 Get help
 Flexible use of all resources through greater
coordination and communication among staff.
 Involved parents will have an understanding of their
child’s ability as it relates to expectations.
 Interventions are implemented within the general
education environment by the available staff.
 THERE IS NO BOX and IT IS NOT EASY . . . TiR
 It takes a VILLAGE . . . TiR
 You MUST have DATA . . . TiR
 Procedures will only create cosmetic changes . . . They will
never produce the necessary paradigm shift (BELIEFS,
ATTITUDES, AND PRACTICE) . . . TiR
 Address the problems that arise using the problem-solving
process . . . TiR
 Recognize the importance of the learning process
. . . TiR
School Leadership Team
Teacher Data Team
Individual Problem Solving
Team
MEMBERS
 Administrator (facilitator)
 Guidance
Counselor/Service
Professional
 Instructional Coach(es)
 Primary/Intermediate
Teacher(s)
 Exceptional Education
Teacher(s)
 Activity Teachers(s)
FUNCTION

Provides vision for both academic and
behavioral success

Plan, implement and monitor the
progress of school improvement

Implement Response to
Instruction/Intervention as a schoolwide method of raising student
achievement outcomes

Systematically evaluates the school
infrastructure, scheduling, personnel
and curriculum resources, staff
development, and procedures
One individual can’t
accomplish this level of
school reform.
The charge of the team is
to guide the staff through
the process.
be seen as lead learners.
be willing to learn the RtI model in depth.
have skills in collaboration, communication, and
leadership.
learn about systems to support data based decision
making.
learn about evidenced-based research & multi-tiered
interventions.
learn about the problem solving process.
How strong is the current core instruction and
does it meet the needs of at least 80% of our
students?
Which student groups are at risk for failure?
Does any over-representation of particular student
groups exist in those students identified at-risk?
How can existing resources be reallocated to
support RtI?
Percent Achieving Level 3 or Higher
100
Expected Reading Level
80
60
40
20
0
2006-07
2007-08
2008-09
Total
84
78
84
White
88
82
89
Econ Disadv
71
61
73
61
51
48
58
64
65
Students w/ Disabilities
Expected Reading
2009-10
2010-11
2011-12
2012-13
72
79
86
93
2013-14
100
Percent Achieving Level 3 or Higher
100
Expected Math Level
80
60
40
20
0
2006-07
2007-08
2008-09
Total
71
69
73
White
77
72
76
Econ Disadv
48
38
47
44
56
38
62
47
68
Students w/ Disabilities
Expected Math Level
2009-10
2010-11
2011-12
2012-13
74
80
86
93
2013-14
100
In order to identify a problem, you’ve got to
start with three pieces of data Benchmark level of performance
 Student level of performance
 Peer level of performance
140
Peers
120
100
80
Benchmark
60
40
Student
20
0
0
1
2
3
4
5
6
7
8
9
10 11 12
140
120
100
80
Benchmark
60
Peers
40
Student
20
0
0
1
2
3
4
5
6
7
8
9
10 11 12
140
120
100
80
Benchmark
60
40
Peers
Student
20
0
0
1
2
3
4
5
6
7
8
9
10 11 12
Are we
meeting the
needs of our
SUBGROUPS?
Is the core meeting the needs of
80% of the students?
Student
Peers
MEMBERS
Administrator
Instructional Coach(es):
Elementary –
 Grade Level Teams
 Guidance
Counselor/Service
Provider



FUNCTION

Utilize the problem solving
process to meet needs of
students

Analyze data from Tier 1 and Tier
2 assessments to monitor the
effectiveness of core instruction
(Tier 1) and supplemental
instruction (Tier 2) across the
grade level or department

Monitor fidelity of core Tier 1
instruction
Are we diagnosing a lot of fish
or does the water in the fish
tank need to be re-evaluated?
Examine the grade level…
what trends do we see?
How can we best examine the
needs of the students who
have a skill deficit?
MEMBERS
 Administrator (s)
 Guidance
Counselor/Service Provider
 School Psychologist
 Classroom Teacher(s)
 Parents
 ESE contact/teacher
 Interventionist/Title 1
Teacher
AS NEEDED MEMBERS
 Speech/Language
Pathologist
 Staffing Specialist
 Instructional Staff
(coaches)
 Gifted Teacher
 Behavioral Analyst
 Occupational Therapist
 Physical Therapist
 Social Worker
Intervention plans should be developed based
on student need and skills as well as
availability of staff.
Teachers and other interventionists should not
be expected to implement plans for which
there is no support.
Role of IPST members is to provide needed
support.
Discuss who will be on each of
the three teams.
When will each team meet?
Where will each team meet?
Who will be the facilitator for
each team?
Challenges to Implementation
Building Consensus
Have conversations about Student Achievement
 Present current Best Practices
 Lead teachers to discover the benefits of RtI
Communicate expectations
 Monitors curriculum, instruction, and
assessment practices
 Guides staff to focus on student learning
 Provides leadership for effective
instructional practices & positive behavior
supports
 Plan follow-up meetings discussing
implementation agreed upon strategies.
 Conduct observations to ensure strategy
implementation. Include fidelity checks.
 Support professional learning. Assist
teachers to learn new strategies (peer
coaching, modeling, shadowing, etc.)
NBA Coach, Mo Cheeks and thirteen year old singer, Natalie Gilbert
TIMELINE: YEAR 1
Implementation of RtI will require:
1.
2.
3.
4.
5.
Consensus among key players
Establishing Problem Solving Teams at all levels
Infrastructure to support RtI and problem solving
processes and procedures
Monitoring Implementation of RtI and Problem
Solving processes
Leadership and support of the school principal is
essential to implementation success
The Commitment
Set up systems that support:
Collection and use of student data
 A multi-tiered model of interventions
Data-based decision making
Differentiating instruction
Ongoing data collection and analysis
Evidence-based intervention strategies
Progress monitoring
Problem-solving methods to facilitate
data-based instructional decision making
Professional collaboration skills
To implement RtI effectively, schools must develop a
specialized set of tools and competencies, including:
 A structured format for problem-solving
 The use of evidence-based interventions that address
common reasons for school failure
 The ability to use various methods of assessment to
monitor student progress in academic and behavioral
areas
Just remember…
RtI is a process, not a set curriculum
It’s a roadmap with a set of guiding
principles…
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Problem Solving & Response to Intervention