Ld4 Sec-es Day3 Final 12-1-09

8/14/2019 Ld4 Sec-es Day3 Final 12-1-09

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RtI2

Response to Instruction and Intervention

Day 3

Wednesday, December 2, 2009


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WelcomeSchool-Based Leadership Team

Local District 4 Cohort I Schools

Bancroft MSBurbank MS

Irving MSLe Conte MS

Virgil MS

Eagle RockHSFranklin HS

Alexandria ES Lockwood ESCahuenga ES Melrose ESCarthay Center ES Plasencia ESDel Olmo ES Politi ESDorris Place ES San Pascual ES

Esperanza ES Selma ESGardner ES UnionESGarvanza ES VineStreet ESGratts ES White ESKingsley ES


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Community Builder

Two Things

With the people at your table find:

1. Something you all have in common thatis not work related.

2. Something that makes each of youunique.


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Day 3 Goals School-Based Leadership Teams will be

able to analyze problems to formulateverifiable hypotheses.

Ability to engage in instructional analysis

Ability to identify problem (review of day 2)

Ability to gather information to define theproblem

Ability to generate and validate hypotheses


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SBLT Survey Questions

1. How closely do you think your SBLTs results willmatch that of your staff?

2. Did your schools beliefs change from the pretest tothe posttest? If yes, in what areas did the greatestchange occur?

3. What do you think these changes mean in thecontext of implementing a PS/RtI2 model at yourschool?


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What we see dependsWhat we see dependsmainlymainly

on what we look for.on what we look for.

JohnLubbock


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Review Good FirstInstruction

ld like every other person at your table to please st

one who is standing, please take a seat at a nearbysure there is at least one secondary personch table.

ld like every other person at your table to please st

one who is standing, please take a seat at a nearbysure there is at least one secondary personch table.


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Good First Instruction

Curriculum/Content

Instruction/Pedagogy

Learner Environment

Looks Like Looks Like

Sounds Like Sounds Like


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Three-Tiered Model of School Supports & the Problem-Solving Process

Tier 3: IntensiveInterventionsIndividual and verysmall groups ofstudents who needintensive individualizedinterventions. Mostfrequent assessmentand narrowest focus ofcurriculumunlessalternate core protocolis used.

Tier 2:

Strategic/Supplemental InterventionsSmall groups ofstudents who needmore support inaddition to the corecurriculum. Morefrequent assessment,

narrower range ofcurriculum and moreminutes than Tier 1.

Tier 1: CoreCurriculumAllstudents, including

students who requirecurricular

BEHAVIOR SYSTEMSTier 3: IntensiveInterventionsIndividual and verysmall groups ofstudents who needintensive individualizedintervention. Mostfrequent assessmentand most focusedcurriculum.

Tier 2:Strategic/Suppleme

ntal InterventionsSmall groups ofstudents who needmore support inaddition to school-wide

positive behaviorprogram. Morefrequent data

collection, morefocused curriculum andmore minutes thancore.

Tier 1 CoreCurriculumAll

students in all settings.Least Frequent data


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System Prior to Change

Special Education

General Education

Sea of Ineligibility


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Changing Special Education:Bridging the Gap

Special Education

General Education

Targeted Instruction


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Response toInstruction/Intervention

Is it working?

Problem AnalysisProblem AnalysisWhy is it occurring?

Problem IdentificationProblem IdentificationWhat is the problem?

Intervention DesignWhat are we going to do

about it?

Problem-Solving Process


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Steps in the Problem-SolvingProcess

1. PROBLEM IDENTIFICATION Data- current level of performance Data- benchmark level(s) Data- peer performance Data- GAP analysis Identify replacement behavior

2. PROBLEM ANALYSIS Generate hypotheses Develop predictions

3. INTERVENTION DEVELOPMENT Develop interventions in those areas for which data are available

and hypotheses verified Proximal/Distal Implementation support

4. RESPONSE TO INTERVENTION (RtI2) Frequently collected data Type of response- good, questionable, poor


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Criteria Required forProblem Identification Benchmark/Desired Level

Current Level of Functioning

Peer Performance

Gap Analysis

Replacement Behavior


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0

10

20

30

40

50

60

70

80

90

100

0 1 2 3 4 5 6 7 8 9 10 11 12

Problem Identification ReviewGrade Level Data

Peers

Benchmark

69%

Class


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Independent Practicewith Problem Identification

With your team, review your data.Use the graphic organizer to identify a

problem.

Record your findings.

Compare this process to a protocol you

already have in place and currently useto look at data.


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Break Out

Elementary In this room

Secondary Terrace room


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Steps in the Problem-SolvingProcess

1. PROBLEM IDENTIFICATION Identify replacement behavior Data- current level of performance Data- benchmark level(s) Data- peer performance Data- GAP analysis

2. PROBLEM ANALYSIS Generate hypotheses Develop predictions

3. INTERVENTION DEVELOPMENT Develop interventions in those areas for which data are available

and hypotheses verified Proximal/Distal Implementation support

4. RESPONSE TO INTERVENTION (RtI2) Frequently collected data Type of Response- good, questionable, poor


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Steps in the Problem-SolvingProcess: Problem Analysis

2. PROBLEM ANALYSIS

Generate hypotheses Develop predictions Validate the hypotheses


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The Role of Assessmentin Problem Analysis

Completing problem analysisactivities will

enable the team to answer:

Why is there a difference betweenwhat is expected and what isobserved? That is, why is thereplacement behavior not occurring?

What is the most likely reason?


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Steps in Problem Analysis Step One - Gather known and unknown

information in the areas of curriculum, instruction,learner and environment (Fact finding)

Step Two -Apply professional knowledge of content

(Content knowledge) Step Three- Generate hypotheses and predictions

(Assumed causes) Step Four - Validate hypotheses (Record results of

data collection) Step Five - Link assessment to intervention

(Indicate and write the intervention to beimplemented)


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Generate Hypotheses

Developing Assumed Causes

Develop evidence-basedstatements

about WHYa problem isoccurring.


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Generate Hypotheses

Hypotheses

Are developed to determine reasons for why thereplacement behavior is not occurring

Should be based on research relevant to thetarget skills

Focus on alterable variables

Should be specific, observable, and measurable

Should lead to intervention


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Test

Curriculum-basedBehavior Rating ScalesNorm-referencedCriterion-referenced

Observe

Student-StudentStudent-TeacherParent-Child

InterviewTeacherParents/GuardiansChild

Counselor/PSA

ReviewTest QuestionsCumulative FoldersWork Samples

Curriculum

Fact Finding Sources

Generating a Hypothesis


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Generating a HypothesisStatement

(What are possible causes?)Identify knowninformationabout theidentifiedproblem.

Discardirrelevant

information.

Gatherunknown

informationwith additional

RIOTprocedures.

Make hypothesis and prediction

The problem is occurring because _________.If ____________ would occur, then the problemwould be reduced.

NO

YES

Do you haveenough

information toidentifypossiblecauses?


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Hypothesis/PredictionStatement

The problem is occurring because

________(hypothesis)____________________.

If ____(prediction)_____ would occur,then the

problem would be reduced.


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Validate Hypotheses

Problem Analysis is the process ofgathering information in the domains of

instruction, curriculum,environment and the learner (ICEL)through the use ofreviews,interviews, observations, and tests

(RIOT) in order to evaluate theunderlying causes of the problem. Thatis, to validate hypotheses.


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Purpose of Assessment inProblem Analysis

Assessment should link to instruction for thepurpose of designing an educational intervention.

The focus should be on collecting information thatwill lead us to decisions about:

what to teach (curriculum)

andhow to teach (instruction)


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Areas of Influence in ProblemSolving

Instruction

CurriculumEnvironment

Learner

What is being taught

How we teach what isbeing taught

Context where learningis to occur

Characteristics intrinsic to theindividual in relation tothe concern


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HYPOTHESISDOMAINS

Examples

IInstruction

Frequency of interaction, Reinforcement,Presentation Style

C

Curriculum

Difficulty, Duration, Format, Relevance

EEnvironment

Peers (Expectations, Reinforcement, Values,Support), Classroom (Rules, Distractions, Seating,

Schedule), Home/Family Support

LLearner

Skills, Motivation, Health

Domains forHypotheses


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Convergent Data from MultipleSources

Learner

Curric

ulumInst

ruction

Environme

nt

Why is the problemhappening?

RIOTRIOT

RIOT

RIOT


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DOMAINS R

Review

I

Interview

O

Observe

T

Test

IInstruction

C

Curriculum

EEnvironment

LLearner

Domains for

Assessment


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Steps in the Problem-SolvingProcess: Problem Analysis

2. PROBLEM ANALYSIS Generate hypotheses Validate the hypotheses Develop predictions


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Group Discussion

Compare this process of

analyzing problems to howyour team currentlyaddresses struggling

learners.


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Planning Time

Use the worksheet providedtohelp guide your planningsession.


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Closure

Next meeting:

Date: March 4, 2010Location: Pickwick Gardens

Time: 8:00 a.m. 3:00 p.m.

Evaluations

Documents

Ld4 Sec-es Day3 Final 12-1-09