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Flipping the Inverted RtI Triangle. Using CBM and Targeted Intervention to Remediate Instructional Deficits. Introduction. “win e arly, win small, win often.” MCREL-”Success in Sight”. Intervention????. Introduction. Outcomes - PowerPoint PPT Presentation
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Flipping the Inverted RtI Triangle
Using CBM and Targeted Intervention to Remediate Instructional Deficits
Introduction
“win early, win small, win often.”
MCREL-”Success in Sight”
Intervention????
Introduction
Outcomes• Review the Response to Instruction process as
a context for meeting the needs of ALL mathematics students
• Examine and integrate Curriculum-Based Measurement into an intervention framework
• Evaluate the essential elements of an intervention protocol to insure success
RESPONSE TO INSTRUCTIONUnderstanding the Triangle and the Three Tier Model
Response to Instruction
Core curriculum, instruction, &learning environment
Targeted, SupplementalSupports
Intense, Individualized Support
Data-based Decision Making Across the Tiers
Problem Solving
Tier I
Tier II
Tier III
We’ll be here for most of
today’s discussion.
This is essential to
success!
Problem Solving
Problem Solving
Tier 1: Core Curriculum
• Research-Based/Evidenced• Fidelity• Viability
Core curriculum, instruction, &
learning environment
Tier 2: Targeted Intervention
• Strategic• Targeted• Supplemental• Progress monitored
Targeted, SupplementalSupports
Tier 3: Intensive Support
• Formal Process• Increase in service/support• Increase learning rate
Intense, Individualized Support
CURRICULUM-BASED MEASUREMENT
A Tool to Support Tier 2 Intervention
Curriculum-Based Measurement
“CBM is an alternative to a lengthy assessment. It should be efficient and provide information that will guide and inform instruction and improve student outcomes.”
-Hosp, Hosp, and Howell
Curriculum-Based Measurement
• What we need to know?– Standard directions– Timing device– Performance standards– Record forms or charts
Curriculum-Based Measurement
• What are the advantages?– Efficiency– Alignment– Progress Monitoring
Curriculum-Based Measurement
• What decisions can I make?– Screening decisions– Progress-Monitoring decisions– Diagnostic decisions– Outcome decisions
Curriculum-Based Measurement
• It does everything but…
Teach
Curriculum-Based Measurement
General CBM Resources• Intervention Central• National Center on Student
Progress Monitoring• Big Ideas in Beginning Readi
ng• Research Institute on Progre
ss Monitoring• The ABC’s of CBM
Math CBM Resources• Aimsweb• Minneapolis Public Schools• Monitoring Basic Skills Progr
ess
TIER 2: TARGETED INTERVENTIONAn Overview of the Process
Targeted Intervention
• Based on data you administer a CBM to your students targeting…
• You determine which students are not meeting an adequate level of proficiency
• It’s time to implement an intervention
Remember, the CBM is the measurement
tool not the instruction.
Targeted Intervention
• Who will provide the instruction?– Teacher– Interventionist– Paraprofessional
• How/Where will it be provided?– Small Group– In/out of the classroom
Targeted Intervention
• How long will you sustain the intervention?– Number of weeks– It is not all year
• How often will students engage in the intervention?– 2-5 times a week– Can be instruction and/or practice
• How long will each session last?
Targeted Intervention
• How will we know if it is working?– Progress-monitoring of course– CBM administered based on skill chosen and
duration/frequency/intensity of intervention• What do we do now?
– Some students succeed– Some may need another “dose”– Some need different intervention/instruction
The data will help answer
these questions.
In Closing
Remember:“win early, win small, win often.”
• Really “work” the core• Use CBM to identify student deficits• Plan-Design-Implement Targeted Intervention• Provide needs-based instruction• Monitor progress and be guided by data
In Closing
Outcomes• Review the Response to Instruction process as
a context for meeting the needs of ALL mathematics students
• Examine and integrate Curriculum-Based Measurement into an intervention framework
• Evaluate the essential elements of an intervention protocol to insure success
How did we do?
Thank you
All session materials are available at:http://robertbeam.edublogs.org