Embed Size (px)
Citation preview
While We’re Waiting for All to Arrive:Network with Colleagues
Go to the area of the room specific to your role:
General Education Teacher
Special Education Teacher
Instructional Support (SLP, Social Worker, Counselor, Interventionist,..)
Work through the conversation starters (on handout)
Spotlight on Bradley Creek What’s Going Well?
What can you share with others that works well for you?
What’s Next? Where are you going with RTI? What do you want to try? What is/are your short-term goal(s)? What is/are your long-term goals(s)?
Is There Any Thing Else That You Would Like to Share?
Questions for Bradley Creek?
How We Will Do It…
Get a Baseline
Provide an Overview: Interventions
Do an Activity: Interventions
Model, Lead, Test: Goal Setting
Monitor Our Progress
Clicker Questions
I feel knowledgeable about instruction/intervention for the following:
1 2 3 4 5
50% 50%
0%0%0%
1. Tier 1
2. Tier 2
3. Tier 3
4. Multiple Tiers
5. No Tiers
When we don’t have $, I know where I can get free intervention strategies for:
1 2 3 4 5
50% 50%
0%0%0%
1. Tier 1
2. Tier 2
3. Tier 3
4. Multiple Tiers
5. No Tiers
When is it imperative to change the intervention environment?
1 2 3 4
100%
0%0%0%
1. Tier 1
2. Tier 2
3. Tier 3
4. Don’t Know
I know how to set goals using:
1 2 3 4 5
50% 50%
0%0%0%
1. Benchmarks
2. Growth Rates
3. Ambitious Growth Rates
4. Multiple Ways
5. Don’t Know
Interventions: 4 Factors 4 Success1. Intervention Complexity,
2. Required Materials & Resources,
3. Perceived & Actual Effectiveness, &
4. Interventionists
Reschly & Gresham (2006)
Interventions: Research-Based
An intervention is research-based when…
It’s in one or more peer–reviewed scientific journal
Commercial programs e.g., Read Naturally OR
Research-based strategies e.g., Paired Reading (Topping, 1987)
www.jimwrightonline.com/ppt/mspa08/motivation_Tier_I_Intvs.ppt
January 2010 IDEA Partnership 13
Tier 1: Core Instruction and Universal
Interventions Quality core curriculum Quality instructional
strategies Differentiated instruction Embedded interventions
Schoolwide positive behavior supports
Articulated expectations Social skills instruction Pro-social and pro-active
discipline strategies
Academic Systems Behavioral Systems
Universal Screening of academic and behavioral performance
Continuous progress monitoring
January 2010 IDEA Partnership 14
Tier 2: Targeted Interventions
Strategic supplemental academic programs
Standard protocol treatment interventions
Small group interventions General education Other settings
Strategic supplemental behavior programs
Small group training Social skills Anger management
Peer/adult mentoring program
Academic Systems Behavioral Systems
Process / guidelines for fading, continuing, changing intervention
Focused continuous progress monitoring of responsiveness to intervention(s)
January 2010 IDEA Partnership 15
Tier 3: Intensive Interventions
Small group/individualized standard protocol and/or interventions determined through problem solving
Academic Systems Behavioral Systems Small group/individualized
counseling therapy Individualized behavior plan Frequent, daily mentoring
Guidelines for fading, continuing, changing intervention
Focused continuous progress monitoring of responsiveness to intervention(s)
Pattern of inadequate response(s) may indicate special education
Intervention Activity: Small Groups Nominate Scribe for Group
Gets Paper & Writes down ALL Ideas
Nominate Facilitator for Group Reminds to ID Strategies & Refocuses Grp. to Task
Group Brainstorms Interventions for Each Tier Strategies (free, at fingertips, online) & Programs Academics on 1 side & Behavior on the other
Whole Group Discussion
Where are we strongest? Academics vs. Behavior Tier 1, 2, and/or 3
Where are we weakest? Academics vs. Behavior Tier 1, 2, and/or 3
What can we do differently based on this analysis?
Interventions: Free Online Resources Intervention Central
Academics and Behavior Reading Rockets
Reading Jim Wright Intervention Ideas
Math PBIS
Classroom and behavior management
Do you want to go to the 4 websites and see what they offer together?
1 2
0%
100%
1. Yes. This would help.
2. No. Move on.
Interventions: Free Online Resources Intervention Central
Reading Comprehension Fix-Up Strategy Reading Rockets
Writing Conferences: 6 Steps Jim Wright Intervention Ideas
4 Step Problem Solving Approach PBIS
Classroom checklists, strategies, plan, & inventory
Setting Goals for Students
Types of Goals1. District (NHCS) Norms
2. Growth Rates• NHCS Data - Can be done for any skill, any
grade level for which norm data is available• Realistic/Ambitious Growth Rates (Fuchs &
Fuchs) Fluency Only
3. Class Norms
4. District Behavior Standards
5. Minimum Celeration Finder
Setting Goals Using Benchmarks/Norms
Setting Goals Using Benchmarks
Advantages Quick and easy High understandability Goal attainment may
be a sign that he no longer needs additional support
Disadvantages Low baseline=Misleading
Growth Growth rate could be
unrealistic Local benchmarks where low
achievement is common No flexibility setting time
frame
One way to set goals is to use district benchmarks. Set Fall, Winter, Spring benchmark as the goal.
I’ll show you an example…
How Would You Interpret This Graph?
Student Aimline
Student Goal Set By Winter BenchmarkStudent Baseline
in Fall
Student’s Progress Monitoring Data Points
One Possible Explanation… (That is Not Often Considered) The student had a very low baseline
The benchmark goal was too high The student was growing at 2x the rate of peers
BUT The graph did not show that The low baseline & high goal=misleading growth
SO Shows need 4 setting goals w/ growth rates
Setting Goals Using Growth Rates
Goal Setting Using Growth RatesAdvantages Will not have
unrealistic growth rates
Allows an objective, understandable way of determining a criterion for success
Disadvantages More time consuming
to set goal They may be
underestimates of where they are in relation to their peers
Not Any More…NHCS Does It For Us!
Goal Setting Using Growth Rates
For students who are significantly lagging behind, goal setting needs to be more ambitious
In order to get target growth rate: Take the average growth rate and multiply it by 1.5
to obtain a slightly ambitious growth rate
OR Take the average growth rate and multiply it by 2 to
obtain a more ambitious growth rate.
Here’s an Example: 5th Grade Blends (Fall to Winter)
Find Growth Rate: Winter Blends– Fall Blends
51-41=10 Divide Answer by 10 weeks in a Norming Period
10/10=1(GR ͣ )
To Make it Ambitious: Multiply Growth Rate (Given) x1.5 or 2 (Student Must Learn Faster Than Peers)
1*1.5=1.5 (AGRᵇ)
To Set Goal: Multiply Ambitious Growth Rate by # of Weeks of Intervention (6-12)
1.5*6=9 (GG ᶜ) blends Add Growth Goal to the Student’s Baseline (30) to Arrive at End Goal.
Maria had a baseline of 30+ 9 (GG)= 39EG ͩͩͩͩ Maria will increase the number of words read per minute from 30 to 39 by x/x/xx.
ᵃ GR=Growth Rate. ᵇ SAGR=Slightly Ambitious Growth Rate. ᶜ GG=Growth Goal. R EG=End Goal
Done For Us
Let’s Do It Together: 5th Gr. Phrase Fluency (Fall -Winter)
Find Growth Rate: Winter Phrase Fluency – Fall Phrase Fluency
182-155=27 Divide Answer by 10 weeks in a Norming Period
27/10=2.7 (GR ͣ )
To Make it Ambitious: Multiply Growth Rate (Given) by 1.5 or 2 (Student Must Learn Faster Than Peers)
2.7*1.5=4.1 (AGRᵇ)
To Set Goal: Multiply Ambitious Growth Rate by # of Weeks of Intervention (6-12)
4.1*6=24.6(GG ᶜ) ~25 wcpm Add Growth Goal to the Student’s Baseline (145) to Arrive at End Goal.
Jane had a Fall baseline of 145 + 25 (GG)= 170 EG ͩͩ Jane will increase the number of wcpm from 145 to 170 by x/x/xx.
GR=Growth Rate. ᵇ AGR=Ambitious Growth Rate. ᶜ GG=Growth Goal. R EG=End Goal.
Done For Us
2nd Grade Phrase Fluency (Fall to Winter)
Your Turn…
Find Growth Rate:______
Make it Ambitious (x1.5) :______
Set Goal:______ 6 weeks of intervention Baseline is 79 What is the SMART goal?
Answer: 2nd Gr. Phrase Fluency (Fall-Winter)
Find Growth Rate: Winter Fluency – Fall Fluency
103-82=21 Divide Answer by 10 weeks in a Norming Period 21/10=2.1(GR ᵃ )
Make it Ambitious: Multiply Growth Rate (Given) by 1.5 or 2 (Student Must Learn Faster Than Peers)
2.1*1.5= 3.15(AGRᵇ)
Set Goal: Multiply Ambitious Growth Rate by # of Weeks of Intervention (6-12)
3.15*6=18.9(GG ᶜ) ~19 wcpm Add Growth Goal to the Student’s Baseline (79) to Arrive at End Goal.
Jose had a Winter baseline of 79+ 19(GG)= 98EG ͩͩ Jose will increase the number of words read per minute from 79 to 98 by x/x/xx.
ᵃ GR=Growth Rate. ᵇ AGR=Ambitious Growth Rate. ᶜ GG=Growth Goal. R EG=End Goal
Done For Us
Realistic/Ambitious Growth Rates --Fluency Only Realistic Growth Rates
Gr 1 2 words/week Gr 2 1.5 wrds/week Gr 3 1 words/week Gr 4 .9 words/week Gr 5 .5 words/week
(Fuchs & Fuchs)
Ambitious Growth Rates
Gr 1 3 words/week Gr 2 2 words/week Gr 3 1.5 wrds/week Gr 4 1.1 wrds/week Gr 5 .8 words/week
Questions About SettingGoals Using Benchmarks & Growth Rates?
Setting Goals Using Classroom Norms
Classroom Norms: Why Use Them? A probe that was not used for state or local norming.
When skills from previous grade levels need to be used to determine entitlement.
To do class or grade level norms, the school must: Give the probe(s) to the entire group, Administer each probe 3 times in a week.
May want to this Fall, Winter, and Spring
Classroom Norms: How to do it… Give the chosen probe(s) to a sample that
is representative of the school population
Heterogeneous grouping = Classroom
Homogeneous grouping = Balance out with another or norm grade-level
Classroom Norms: How to do it… Once you have the class or grade level data
Add all the students’ scores for 3 days
Compute the Mean:
total scores/ probe administrations Ex. 3 administrations with 25 students would
equal a divisor of 75.
Using Classroom Norms
Set Goal: Class or Grade-Level Mean Minimum Celeration Finder
Are Skills are Discrepant After Intervention: Divide Mean by the Median of last 3 data pts. Class Mean ÷ Student’s Median ≥ 2
Computing Two Times DiscrepantEx. Class Mean is 40. Student Median is 20.
40 ÷ 20 = 2
Student is discrepant.
Non Ex. Class Mean is 40. Student Median is 22.
40 ÷ 22 = 1.89
Student is NOT discrepant.
Computing Two Times DiscrepantYour TurnEx. Class Mean is 80. Student Median is 40.
80 ÷ 40 = 2
Student is discrepant.
Non Ex. Class Mean is 80. Student Median is 42.
40 ÷ 22 = 1.90 Student is NOT discrepant.
Questions About Setting Goals Using Classroom Norms?
Setting Goals Using Minimum Celeration Finder & District Behavioral Standards
Minimum Celeration Finder Celeration rates from the Precision Teaching
program can be used for goal setting
The lines on the overlay indicate different celeration slopes or rates of progress
Teams use different rates of progress depending on how ambitious teams want to be
Minimum Celeration
District Behavior Standards
100% for behavior that is harmful to self/others assault, battery significant disruption of environment (cursing/tantrums)
75% for behavior without overt aggression Insubordination, refusal to do task/abide by standards Lack of work completion and involves time off task
Adverse Effect, Specially Designed Instruction, and Exclusion Criteria Document
(in online manual)
Questions About Setting Goals Using Minimum Celeration & District Behavioral Standards?
Questions on Session?
I feel knowledgeable about instruction/intervention for the following:
1 2 3 4 5
50% 50%
0%0%0%
1. Tier 1
2. Tier 2
3. Tier 3
4. Multiple Tiers
5. No Tiers
When we don’t have $, I know where I can get free intervention strategies for:
1 2 3 4 5
50% 50%
0%0%0%
1. Tier 1
2. Tier 2
3. Tier 3
4. Multiple Tiers
5. No Tiers
When is it imperative to change the intervention environment?
1 2 3 4
50%
0%0%
50%
1. Tier 1
2. Tier 2
3. Tier 3
4. Don’t Know
I know how to set goals using:
1 2 3 4 5
50% 50%
0%0%0%
1. Benchmarks
2. Growth Rates
3. Ambitious Growth Rates
4. Multiple Ways
5. Don’t Know
Next Steps December 12 3:00-4:30 CBRC: Behavior January 30 3:00-4:30 CBRC: Technology February 13 3:00-4:40 CBRC: TBD
Wiki Link:
http://k-5rtinewandreview2011-2012.wikispaces.com/2011-2012+RTI+Professional+Development+Plan
Questions?
