Supporting Students with Additional Needs in an RTI System

Supporting Students with Additional Needs in an RTI

SystemJon Potter, Ph.D.Lisa Bates, Ph.D.

David Putnam, Ph.D.Oregon RTI Project

OSPA Conference, Fall 2012

Afternoon Targets

Tier 2/3: Using data to place students in interventions (literacy) & evaluating intervention effectiveness

Tier 3: Individual Problem Solving

What is your role in ensuring the right students receive the right support at the

right time?

School Psychologists’ Role

early identification of learning and behavioral needs,

Assessment Consultation Program Evaluation

close collaboration among classroom teachers and special education personnel and parents, and a systemic commitment to locating and employing the necessary resources to ensure that students make progress in the general education curriculum.”

“RTI calls for

- NASP School Psych Role and RTI Fact Sheet

Using screening data to match interventions to student need (Literacy)

Which students receive interventions?

• Schoolwide/Districtwide decision rules should determine which students will receive additional support– Based on schoolwide screening data

(DIBELS, easyCBM, AIMSWEB, etc)– Based on available resources and

system capacity• Lowest 20%? 30%?• All student well below benchmark?Assessment

Lowest 20%All High Risk

Lowest 25%

Decision Rules guide placement in interventions

easyCBM

60 2nd Grade Students

DIBELS NextLowest 20%

Lowest 25%

All below and well below benchmark

Linking Assessment to Intervention

Screening Data

Intervention Program

Instructional need

Some will need moreOral Reading Fluency &Accuracy

ReadingComp

Phonemic Awareness

Vocabulary

Phonics (Alphabetic

Principle)

Logistics• When do these type of discussions

typically take place?– Initial intervention placement meetings

after schoolwide screenings – 3x year

–May also discuss every 6-8 weeks when reviewing student progress.

Consultation

Ensuring an Instructional Match

Question 1: What is the skill deficit?

Question 2: How big is that deficit?

Question 3: What interventions address that deficit?

Question 4: How do we implement the program?

Question 1: What is the skill deficit?

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

The Big 5 of Reading

Assessment

Vocabulary

Reading Comprehension

Phonemic Awareness



Common Screening Data Sources

DIBELS Next easyCBM* AIMSWEB

•RTF•Daze•ORF CWPM

•MC Reading Comp

•Maze•Reading CBM

•ORF CWPM•ORF Acc %

•PRF•WRF •Reading CBM

•ORF Acc %•NWF WWR•NWF CLS

•PRF Acc %•Letter Sounds

•R-CBM Acc %•NWF•LSF

•PSF•FSF

•Phoneme Segmenting

•Phoneme Segmentation

DIBELS Next easyCBM* AIMSWEB *easyCBM includes a Vocabulary measure

CBM measures are linked to the Big 5 of Reading

Assessment

Reading ComprehensionPhonemic

Awareness



Vocabulary

DIBELS Next Class List Report (2nd Grade – Fall)

Reading ComprehensionPhonemic

Awareness



Vocabulary

easyCBM Class List Report (2nd Grade – Fall)


Phonemic Awareness




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How skills build on each other

• Activity: – Oral Reading Fluency Assessment

• Find a partner– Partner 1 (person with next Birthday) –

Reader– Partner 2 – Test Administrator

• Administer the reading assessment, and have the reader answer the questions

Words missed per page when accuracy is…

95% 98% 99%The Secret Life of Bees 7th Grade

18.5 7.4 3.6

My Brother Sam is Dead 5-6th grade

15 6 3

The Magic School Bus 2nd – 3rd grade

6 2.4 1.2

Phonics and accuracy are important

Accuracy is more important than fluency

Accurate at Skill

Fluent at Skill

Able to Apply Skill

IF no, teach skill.If yes, move to fluency

If no, teach fluency/automaticityIf yes, move to application

If no, teach applicationIf yes, the move to higher level skill/concept

Adapted from

http://www.aea11.k12.ia.us/

http://www.aea11.k12.ia.us/


Phonemic Awareness




Application

Fluency

Accuracy

Phonics Example:Nonsense Word Fluency

Accurate at Skill

Fluent at Skill

Able to Apply Skill

Student knows all letter sounds and makes few, if any, mistakes

Student knows all letter sounds AND provides letter sounds fluently

Student automatically blends letter sounds into whole words

Accuracy Fluency Application

77984

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35/56 letter sounds correct = 63%


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Validating the deficit• CBM measures (DIBELS, easyCBM,

AIMSWEB, etc) are “indicators”

• What does your other data tell you?– In-curriculum assessments– Other CBM data– OAKS

Assessment

Question 2: How big is that deficit?

Is the skill low or significantly low?

• You must define what is low and what is significantly low:

Examples: Low Significantly low

DIBELS Next Below benchmark Well below Benchmark

easyCBM* Between 11th and 20th percentile ≤10th Percentile

AIMSWEB** Between 11th and 25 percentile ≤10th Percentile

*easyCBM default percentile rank settings**AIMSWEB default percentile rank settings

…as compared to a Research-Based Standard

…as compared to Other Students

…as compared to Other Students or a Standard you set

Question 3: What interventions address that deficit?

Program Evaluation

What intervention programs does your school have that address the

skill need(s)?

Phonemic Awareness

Phonics

Oral Reading Accuracy & Fluency

Vocab

Reading Comp

Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons

What intervention programs does your school have that address the skill need(s)?

Phonemic Awareness

Phonics


Vocab

Reading Comp


Phonemic Awareness

Phonics


Vocab

Reading Comp


Additional resources for evaluating interventions

• What Works Clearinghouse– http://ies.ed.gov/ncee/wwc/

• Florida Center for Reading Research– http://stage.fcrr.org/fcrrreports/CReportsCS.asp

x?rep=supp

• Oregon Reading First– http://oregonreadingfirst.uoregon.edu/inst_curr

_review_si.html

• Best Evidence Encyclopedia– http://www.bestevidence.org/

http://ies.ed.gov/ncee/wwc/

http://stage.fcrr.org/fcrrreports/CReportsCS.aspx?rep=supp

http://stage.fcrr.org/fcrrreports/CReportsCS.aspx?rep=supp

http://oregonreadingfirst.uoregon.edu/inst_curr_review_si.html

http://oregonreadingfirst.uoregon.edu/inst_curr_review_si.html

http://www.bestevidence.org/

Question 4: How do we implement the program?

Consultation

Placement Tests

Once an intervention program that addresses the instructional need is identified, placement tests should be used to form instructional groups of students.

Other considerations• Available resources (time, staff,

materials) will guide how many groups are created.

• Consider the behavioral and social/emotional needs of the students

Additional Diagnostic data

• Diagnostic assessment in critical area of need:Quick phonics

screenerCurriculum-Based

EvaluationCORE multiple

measuresDIBELS booklets error

patternsRunning RecordsOther?

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With your partner

• What other data sources do you currently use or are available to you, to help match interventions to student need?–Reading–Math–Writing–Behavior

Documentation

Johnny Phonics (in text) X Quick Phonics ScreenerOral Reading Fluency Reading Mastery 2O O

Evaluating Interventions

What’s the Big Idea(s)!?

• Use appropriate progress monitoring tools

• Set Goals • Establish Decision Rules• Analyze data, apply decision rules

and determine what to change

Progress Monitoring Tools

Brief & Easy

Sensitive to growth

FrequentEquivalent forms!!!

What are some commonly used progress monitoring tools?

ReadingAIMSWEB Reading CBM, Maze

DIBELS NEXT FSF, PSF, NWF, ORF, Daze

easyCBM PSF, LSF, WRF, PRF, MC Reading Comp, Vocab

MathAIMSWEB M – Computation, M – Concepts & Applications, CBM –

Early Numeracy

easyCBM Numbers & Operations, Measurement, Geometry, Algebra

Written LanguageWriting – CBM (Total Words Written, Correct Writing Sequences, Words Spelled Correctly)

What are NOT good progress monitoring tools?

Reading•Phonic Screeners•Report Cards •OAKS

•DRA•Running Records

•Reading curriculum weekly or monthly tests or fluency passages

MathCurriculum weekly testsTeacher created math probes*

OAKS

Written LanguageWriting rubrics* OAKS

* when not administered and scored in a standardized and reliable way, or checked for consistency of multiple probes

• Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001)

Fluent & accurate reading is not the end goal… but a child who cannot read fluently and

accurately cannot fully comprehend written text.

Do we have the right “indicators”?

Additional Progress Monitoring Tools

For more info and a review of available tools, visit

www.rti4success.org (Progress Monitoring Tools Chart)

Goal Setting: Things to Consider

1.What is the goal? – Criterion-based• Research-based benchmarks/proficiency

– Norm-based• Minimum of 25th percentile (bottom limit of average)• School, District, State, National

How do you define success?


2. By when will they get there?– Long term goals always at proficiency

(i.e., grade placement benchmark)– Short term goals may be an incremental

step towards proficiency (i.e., instructional level material)

Does your goal close the gap?


3. What does reasonable growth look like?– National Growth rates (Fuchs, AIMSWEB,

Hasbrouck & Tindal)– Local Growth rates• District, School, Classroom, Intervention Group

What progress can we expect?

National Growth Rates: Reading

Grade Average ORF Growth

(WCPM)*

Ambitious ORF Growth

(WCPM)*

Average Maze Growth (WCR)**

1 2 3 0.42 1.5 2 0.43 1 1.5 0.44 0.85 1.1 0.45 0.5 0.8 0.46 0.3 0.65 0.4

*Fuchs et al (1993), **Fuchs & Fuchs (2004)

“Using national normative samples allows comparisons to be made with the performance levels expected of typical performing students from across the country and equates more closely with data sets that are used in well developed, published, norm-referenced tests.”

Shapiro, 2008

Local Growth Rates

What does typical growth look like in…

…your district?…your school?…your classroom?…your intervention group?

“…use of the combination of local and national norms provides the user of these data with opportunities to evaluate how student performance compares with a national sample of same-grade peers, as well as against the local peers within the particular school.”

Shapiro, 2008

Setting Appropriate Goals Is Important

Benchmark

36 WCPM

18 WCPM

Ora

l Rea

ding

Flu

ency

(W

ords

Cor

rect

Per

Min

ute)

Decision Rules• Decision rules guide how we decide

if our interventions are working—and when to move on

• Your decision rules create consistency across grade levels and schools

• Determine how to intensify and individualize interventions

• Standardizes process for eligibility decision making

Key features of decision rules

• Set the grade levels for the decision rules (K, 1-6)

• Number of points below the aimline• Give direction if the data is highly

variable– Trendline analysis

• Duration of intervention /frequency of monitoring (Length of time in between meetings (6 to 8 weeks)

• Define success

Evaluating Interventions:

Is What We Are Doing Working?

AAA• Apply Decision Rules: Is the student

making adequate progress based on decision rules?

• Analyze: Is it an individual or a group problem?

• Action: Determine what to change

Apply: Is the Student Making Adequate

Progress?

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Analyze: Is it an Individual or a Group

Problem?Cohort Group Analysis: Students who have similar literacy

programming:– Grade level– Intervention program– Time– ELD level

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Chase

Action: Determine What to

Change • Listen to the data• Gather additional data if necessary• Focus on instructional variables that

you can control!

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Focus on what we can control

What do we change?

TimeGroup Size

Different Program

Individual Problem-Solving

Time/Engagement

A Final Thought

It’s better to shoot for the stars and miss than aim at the gutter and hit it.–Anonymous

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Break Time

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Individual Problem Solving

OSPA Fall ConferenceOregon RTI ProjectOctober 12th, 2012

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Targets• Provide a framework for how to

individually problem-solve students with the most intensive needs

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“It is better to know some of the questions than all of the answers.”

James Thurber

Problem-Solving Non-example

Problem-Solving Non-example

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Who are students with the most intensive

needs?Students with identified

disabilitiesStudents who may have a

disabilityStudents with significant literacy

deficits

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If there was a problem…

Why proactive problem solving?

“Problem solving assessment typically takes a more direct approach to the measurement of need than has been the case in historical special education practice” -Reschley, Tilly, & Grimes (1999)

“Intervention studies that address the bottom 10-25% of the student population may reduce the number of at-risk students to rates that approximate 2-6%” -Fletcher, Lyon, Fuchs, & Barnes (2007)

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The Problem Solving Process

Improved Student

Achievement

2. Problem Analysis

1. Problem Identificati

on

3. Plan Developme

nt

4. Plan Implementation & Evaluation

What is the problem?

Why is the problem

occurring?

What are we going to do about the problem?

How is it working?

Problem Solving Form

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Improved Student

Achievement


onWhat is the

problem?

Step 1: Problem Identification

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A problem is defined as a discrepancy between:

Current performanceExpected performance Problem

Definition

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• Expected performance is based on data:–Performance of typical/average peers–Research-based benchmarks–Proficiency scores

• Actual performance is based on current student data

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• Calculating magnitude of discrepancy

Absolute discrepancy:

Discrepancy Ratio:

Expected performance Current performance–

÷Larger Number Smaller Number

72 wcpm (Winter 2nd Grade) 32 wcpm

=

= -40 wcpm–

72 wcpm (Winter 2nn Grade) 32 wcpm÷

2.25 times

discrepant

Discrepancy between Current Performance & Expected

Performance

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Problem Definitions should be:

1. Objective – observable and measurable

2. Clear – passes “the stranger test”3. Complete – includes examples (and

non-examples when necessary) and baseline data

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Problem Definition: Example

Harry (2nd grader) is currently reading a median of 44 words correct per minute (wcpm) with 83% accuracy when given 2nd grade level text. He also answers an average of 3/10 comp questions correct on weekly in-class tests. 2nd grade students in his school are reading an average of 85 wcpm with 97% accuracy on 2nd grade text and answering 9/10 comp questions correct.

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Problem Definition: Non-Example

Harry struggles with being a fluent reader and is not meeting the 2nd grade reading benchmark. He makes a lot of mistakes and is currently reading at a 1st grade level. He also has difficulties answering comprehension questions at grade level and does poorly on his weekly reading tests.

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• Replacement Skill or Target Behavior

–What would it look like if this student were successful?–What would we prefer the student

do, instead of the problem behavior?

Problem Definition & Target Skill

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The Problem Solving Process

Improved Student

Achievement

2. Problem Analysis


on

Why is the problem

occurring?

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The WHY should always drive the WHAT

Plan Developme

nt

Problem Identificati

on

Step 2: Problem Analysis

Problem Analysis

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The Water…

IC

EFocus on “the water”-• Instruction• Curriculum• Environment

ICEL

I – Instruction C – CurriculumE – EnvironmentL – Learner

Instruction: Curriculum:

Environment: Learner:

How you teach

What you teach

Where you teach

Who you teach

Student Learning

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We can control the how, what, and where.

We don’t have much control over the who.

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When it comes to problem analysis, just remember…

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ICE, ICE babyI – Instruction C – CurriculumE – Environment

thenL – Learner

John Hattie, Visible Learning, 2009

Effective teaching variables

Effect size Other variables Effect

size

Formative Evaluation +0.90 Socioeconomic Status +0.57Comprehensive interventions for students with LD +0.77 Parental Involvement +0.51

Teacher Clarity +0.75 Computer based instruction* +0.37Reciprocal Teaching +0.74 School Finances +0.23

Feedback +0.73 Aptitude by Treatment Interactions* +0.19

Teacher-Student Relationships +0.72 Family Structure +0.17

Direct Instruction +0.59 Retention -0.16

What impacts student achievement?

Hypothesis DevelopmentInstruction: Curriculum:


? ?

? ?

ICEL

Assessment

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Instruction, Curriculum, & Environment

• What should appropriate instruction, curriculum, and environment look like?

• Video: Early Reading Intervention– 3 students receiving direct instruction

on phonemic awareness & phonics– Observe and note effective teaching

practices with regard to instruction, curriculum, and environment

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Instruction, Curriculum, Environment

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Talk time• What effective teaching practices did you

see related to instruction, curriculum, & environment?

• What questions/concerns/suggestions might you have for this teacher?

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Assessment ≠ Testing ≠ Evaluation

*Testing – “administering a particular set of questions to an individual to obtain a score”

*Assessment – “the process of collecting data for the purpose of making decisions about students”

**Evaluation – “procedures used to determine whether the child has a disability, and the nature and extent of the special education and related services that the child needs.”

Assessment*Salvia & Ysseldyke, 2004**Oregon Administrative Rules, 581-015-2000

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Assessment: RIOT

R – Review I – Interview O – Observe T – Test



RIOT

RIOT

RIOTRIOT

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Instruction• Thinking about RIOT procedures,

what are some ways we can gather information about Instruction?

R – Review Examine lesson plans, attendance, permanent products for instructional demands

I – Interview Talk to teachers about expectations, instructional strategies used

O – Observe Observe instruction in the classroom for effective instructional practices

T – Test Aggregate test scores of classroom

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Instruction: Examples

Explicitness

Pacing

Corrective Feedback

Who knows…? I do, we do, y’all do, you do

1-2 OTR’s/min 8-12 OTR’s/min

<50% errors corrected

95-100% errors corrected

Targets for Intervention

Is this effective instruction?

Is this effective instruction?

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When it comes to interventions…

“It is clear that the program is less important than how it is delivered, with the most impressive gains associated with more intensity and an explicit, systematic delivery” Fletcher & Colleagues, 2007

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Instruction ResourcesExplicit Instruction – Archer & Hughes

(2011)– www.explicitinstruction.org

Teaching Reading Sourcebook - CORE– http://www.corelearn.com/

Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement – Marzano et al, (2001)

http://www.explicitinstruction.org/

http://www.corelearn.com/

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Curriculum• Thinking about RIOT procedures,

what are some ways we can gather information about Curriculum?

R – Review Examine permanent products for skills taught, scope & sequence, instructional match

I – Interview Talk to teachers, administrators about philosophy of curriculum, coverage, etc.

O – Observe Student success rate

T – Test Readability of textbooks

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Curriculum: Examples

Skills Taught

Level of Difficulty

Fidelity to the core

Not matched to need Matched to need

Frustrational (<80%)

Instructional (>80-90%)

Weak (<80%) Strong (>80%)


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Phonemic Awareness


Oral ReadingAccuracy & Fluency

Reading Skills Build on Each Other

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Environment• Thinking about RIOT procedures,

what are some ways we can gather information about Environment?

R – Review Examine school rules, attendance, class size

I – Interview Talk to teachers about expectations, rules, behavior management system, classroom culture, talk to parents

O – Observe Observe in the classroom

T – Test Aggregate test scores of classroom

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Environment: Examples

Behavior Expectations/Management

Teacher-studentinteractions

Physical setup

Not defined Explicitly taught & reinforced

Low rate of reinforcement

Mostly positive (4:1)

Chaotic & distracting

Organized & distraction-free


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Academic Learning Time: Typical School

1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months)= 1105 Attendance Time (Time in School)- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)= 835 Allocated Time (Time scheduled for teaching)- 209 (25% of allocated time for administration,

transition, discipline-15 minutes/hour)= 626 Instructional time (time actually teaching)- 157 Time off task (Engaged 75% of time)= 469 Engaged Time (On task)- 94 Unsuccessful Engaged Time (Success Rate 80%)= 375 Academic Learning Time

Education Resources Inc., 2005Efficiency Rating = 32%

Hours

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Academic Learning Time: Effective School

1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months)= 1105 Attendance Time (Time in School)- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)= 835 Allocated Time (Time scheduled for teaching)- 125 (15% of allocated time for administration,

transition, discipline-9 minutes/hour)= 710 Instructional time (actually teaching-710 vs. 626)- 71 Time off task (Engaged 90% of time)= 639 Engaged Time (639 vs. 469 On task)- 64 Unsuccessful Engaged Time (Success Rate 90%)= 575 Academic Learning Time

Education Resources Inc., 2005

Hours

Efficiency Rating = 49%

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The Difference: Typical vs. Effective Schools

Variable Typical School

Effective School Time gained How the time is gained

Allocated Non-instructional Time

25%(15 min/hr)

15%(9 min/hr)

+84 more hours

Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently

Engagement Rate

75% 90% +86 more hours

Better management of groups, pacing

Success Rate 80% 90% +30 more hours

Appropriate placement, effective teaching

Academic Learning time

375 hours 575 hours = 200 more hours (53% more) OR95 more school days (4-5 months!)

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Learner• Thinking about RIOT procedures,

what are some ways we can gather information about Learner?

R – Review Examine cumulative file, health records, developmental history, etc

I – Interview Talk to teachers, parents, student about perceptions of the problem

O – Observe Observe student in the classroom

T – Test Direct assessment

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Learner: Examples

Educational History

Current CBM scores

Student behavior

Poor attendance Great attendance

Well below benchmarks At benchmarks

Off-task, disruptive, disengaged

Focused & attentive

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Before considering additional testing

• Start with existing data:– Screening data– Progress monitoring data– State testing data (OAKS)– In curriculum data

• Is additional data needed?–What additional questions do you

have?–Which diagnostic assessments can

answer those questions? Assessment

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Additional Resources• Curriculum-Based

Evaluation: Teaching & Decision Making– Howell & Nolet

• CORE Assessing Reading Multiple Measures

• Quick Phonics Screener

• DIBELS Deep



RIOT

RIOT

RIOTRIOT

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Hypothesis Development• What can we do that will reduce the

problem (decrease the gap between what is expected and what is occurring)? Expected

performance

Current performance

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Problem Hypothesis• Why is the problem occurring?• Example: – Harry’s reading fluency and

comprehension problems occur because he lacks strategies for decoding silent-e words and vowel digraphs (oa, ea, ae, ou, etc). His current instruction does not provide enough explicit modeling of these skills. He also currently has a low level of engagement and is highly distracted in both his classroom and intervention room.

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Prediction Statement• What will make the problem better?• Example:– Harry will improve if he receives explicit

instruction in his identified missing skills. He also needs instruction that utilizes high pacing and effective active engagement strategies to keep him highly engaged in instruction, and an environment that is quiet, without distraction from other students.

Problem Hypothesis & Prediction

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Step 3: Plan Development

Improved Student

Achievement

2. Problem Analysis


on

3. Plan Developme

nt

What are we going to do about the problem? Consultation

Intervention Plan

Progress Monitoring Plan

Fidelity Monitoring Plan

Fidelity checklist

Importance of Feedback• Wickstrom et al studied 33

intervention cases. • Teachers agreed to do an

intervention and were then observed in class.

• 0/33 Teachers had fidelity above 10%.

• 33/33 on a self report measure indicated that they had used the intervention as specified by the team.

Slide taken from a presentation by Joseph WittConsultation

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Importance of Feedback“Among the most powerful of interventions is feedback or formative evaluation – providing information to the teacher as to where he or she is going, how he or she is going there, and where he or she needs to go next” Hattie, 2012 (Visible Learning for Teachers)

“Feedback is the breakfast of champions”

Kevin Feldman

Consultation

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Step 4: Plan Implementation &

Evaluation

Improved Student

Achievement

2. Problem Analysis


on

3. Plan Developme

nt

4. Plan Implementation & Evaluation

How is it working?

Attendance

Fidelity Data

Progress Monitoring Data…

…as compared to peers/expected growth

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Cohort Data

Chase

Magnitude of Discrepancy

Next Steps: Based on Data & District Policies &

Procedures

Final Thought: Data, Data, Data

Questions/Comments

Jon Potter [email protected] Lisa Bates [email protected]

David Putnam [email protected]

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mailto:[email protected]



Documents

Supporting Students with Additional Needs in an RTI System