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The RtI Team Process. Andrea Ogonosky, Ph.D. September 28, 2009. Critical Components of RtI. Problem Solving Framework: Students receive high quality instruction in the general education setting General education instruction is researched-based - PowerPoint PPT Presentation
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The RtI Team Process
Andrea Ogonosky, Ph.D.
September 28, 2009
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Critical Components of RtIProblem Solving Framework:
Students receive high quality instruction in the general education setting
General education instruction is researched-based General education instructors and staff assume an
active role in student assessment
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Developing the RtI Team
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Campus ownership Campus principal leads team meetings One team per campus with defined
members and roles Collaborative problem solving Early intervention for academic and
behavioral problems Use of systematic and documented
procedures
RTI Team Process
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RtI Teams Two types of teams and purposes
80% rule If fewer than 80% of your students are meeting state
standards, RtI team meets a minimum of three times per year to address deficits by grade level– team looks at core curriculum and instruction as issues on a scope beyond individual students
If 80% are meeting state standards, RtI team works with individual students
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Core Curriculum Support(Evaluates trends based upon Universal Screening data) Composition
Principal must lead Guidance Someone who can analyze and understand data Grade level teachers (by grade if necessary)
Roles Team Leader Record Keeper Data Manager Time Keeper Case Manager
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Student Support Purpose Identify students who have:
MARKED DIFFERENCE FROM PEERS IN EDUCATIONAL ATTAINMENT
NOT BENIFITTING FROM INSTRUCTION Roles
Team Leader Record Keeper Data Manager Time Keeper Case Manager
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Team Membership
Who serves on the team? Parents/Guardians Principal/Principal designee Classroom teacher Support teacher (s) Assessment Specialist School Psychologists, Speech Therapists or other
Specialists (depending on referral question)
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Team Membership Being a member of the team is, and should
be perceived, as a privilege Selection and treatment of the members will
determine whether membership is a privilege Establishing clear roles and responsibilities
will contribute to a sense of ownership
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Team Member Responsibilities
General Education Teachers: provide differentiate instruction based upon
student instructional level gain access to training and support in the use of
research-based interventions become proficient in progress-monitoring design and implement classroom interventions
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Team Member Responsibilities
Building Principals: develop and oversee team efforts provide a supportive school environment that
encourages collaboration provide ongoing, high-quality professional
development ensure adherence to timelines provide caseloads and schedules that facilitate
the process
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Team Member Responsibilities
Parents: be appraised of information regarding specific
expectations concerning academic progress function as an essential member of the team continue to have participatory and approval roles in
process
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Team Roles Team Leader
Principal Scribe
scripts and documents meeting team accountability form intervention plan forms.
Data Manager reviews data presented organizes the presentation of data (student progress) manages data reports
Time Keeper responsible for keeping the group on task and seeing that all
meetings are held in the allotted amount of time. Case Manager
consults with teacher of record, a assembles information on identified student presenting case to team monitoring process of intervention.
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“Everybody is entitled to their own opinion but they’re not entitled to their own facts. The data is the data.”
Dr. Maria Spiropulu, Physicist
New York Times, 30 September 2003
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Problem Solving Process
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The Respnse to Intervention Team Process is a systematic support system for students. It is a systematic support system for
prevention of academic failure. It is a systematic support system for
intervention, providing struggling students with the targeted, strategic and intensive intervention they require.
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Essential Component of RtI:
Problem-Solving Method
What is the problem?
Why is ithappening?
What should be done about it?
Did it work?
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RtI Multi-Level ProcessRtI Multi-Level ProcessA
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Am
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A
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Intensity of Problem Solving Intensity of Problem Solving Intensity of Problem Solving Intensity of Problem Solving
Consultation Between
Teachers-Parents
Grade level team problem
solving
Consultation with Bldg. level RtI
Team
IEP Consideration
RtI (Whole Class)
RtI Begins (Individual)
RtI+Support
* Adapted From Heartland, IA AEA Model
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Five Steps of Intervention Team Process
I. Request for Assistance Tier 1 process does not produce growth in
learning rate Data supports need for consultation RtI team member reviews data
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•Classroom teacher screens all students for reading/math proficiency at beginning of year
•Classroom teacher provides differentiated comprehensive reading instruction
•Classroom teacher informs principal of students needing diagnostic assessment
•Classroom teacher informs parent
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Five Steps of RtI Team Process
2. Consultation Align data, learning concern, curriculum,
instruction, classroom interventions Informal process, includes classroom
observations Consultation with curriculum staff, support staff,
grade level team
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•Classroom teacher consults with appropriate personnel (reading specialist, special educator, ELL teacher, literacy coach, grade level team, etc).
•Teacher et al. would consider all interventions tried and analyze the data collected thus far, in order to determine new or revised interventions.
•Teacher includes parents.
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•Persons responsible for interventions monitors progress frequently at regular intervals often as determined.
•Classroom teacher updates RtI team case manager.
•This may be a recursive process if intervention is not effective.
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Five Stages of RtI Team Process
3. Problem Identification Describe in measurable terms the problem Review available data from a variety of sources as
attendance demographics grades office referrals assessment results (include baseline data) teacher strategies and interventions used (fidelity
check)
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Five Stages of RtI Team Process4. Development & Implementation of the
Intervention Include staff with expertise on identified problem Choose protocol intervention specific to student
problem identify data requirements Determine length of intervention Identify person responsible for implementing
intervention Plan for fidelity accountability Schedule next meeting date
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Problem-Solving Process
1. Identify and analyze the problem (including collection of baseline data)
2. Generate a hypotheses and possible intervention strategies
3. Implement an intervention plan with data collection
4. Analyze the data and reviewing/ revising interventions as needed
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Five Stages of RtI Team Process
5. Evaluate the Intervention Data Objectivity Decision Making Rubric
Adapted from McCook, 2007
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Consider all interventions tried and analyze the data collected thus far, in order to determine if additional interventions are necessary or support services are needed for this student.
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Expanding Circle of Support
STUDENT
Teacher
Parent
Principal
Reading/Literacy Specialist
Other staff RtI Support Team
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The Importance of Leadership
Effective change agents neither embrace nor ignore mandates.
They use them as catalysts to reexamine what they are doing.
Fullan, 1993
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A leader is a person you will follow to a place you would not go by yourself.
Joel Barker, Future Edge,
It is about Leadership…It is about Leadership…
RTI Team Strategies to Win Over Reluctant Teachers
(from Cialdini, 1984)
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Reciprocation
When people are given a gift or have a
service performed for them,
they feel obligated to pay it
back.
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Reciprocation: Team Tips
Stuff teacher mailboxes with intervention tips Sponsor teacher workshops with handouts &
refreshments Accommodate a teacher’s schedule to hold
RTI Team meetings Offer to collect ‘baseline’ information on a
student—share results with teacher Compile list of RTI Team members’ services–
invite teacher to select 1 or 235
Consistency
People strive, often unconsciously, to maintain consistency between their opinions or attitudes and their actions.
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Consistency: Team Tips Invite a reluctant teacher to an RTI Team
meeting to ‘support’ a colleague Sign up teachers as ‘consultant
members’ of the RTI Team Ask a teacher to keep RTI Team referral
forms or other RTI Team resources in classroom to share with colleagues
Set up contest for ‘best intervention ideas’ Showcase ideas from reluctant teachers
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Social Proof
People are influenced to take an action when they see that others like them are also doing it.
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Social Proof: Team Tips Encourage teachers to give RTI Team
testimonials at faculty meetings Make sure that all grade levels
are represented on the RTI Team Share successful RTI Team intervention ideas
with other members of a referring teacher’s team
Bring in RTI Team speakers from another school who resemble underrepresented groups
Share general RTI Team statistics with staff39
Liking
People are motivated to carry out the requests of those whom they like or with whom they feel ‘connected’.
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Liking: Team Tips Ask satisfied teachers to invite a
friend to refer to the RTI Team Assign RTI Team members to invite
friends, acquaintances to an RTI Team meeting Encourage referring teachers to bring friends,
teaching partners to an RTI Team meeting Praise teachers at an RTI Team meeting for
positive teaching, management qualities Seek out popular, respected staff to serve on
the RTI Team
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Authority
People respect and follow those with authority (organizational, experiential, professional).
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Authority: Team Tips
Have principal encourage newteachers to refer to the RTI Team
Invite building- or district-level administrators to make positive comments about the RTI Team to faculty
Have teachers with experiential, professional authority to give positive testimonials about the RTI Team
Send ‘Thank You’ cards signed by principal Ask outside presenters to ‘plug’ the RTI Team
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Scarcity
When items, resources or opportunities are in short supply, people value them more (especially when competing for them).
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Scarcity: Team Tips
Establish a cut-off date for universal screening decisions
Limit the number of RTI Team referralsthat your team will accept in a year
Publicize the limited slots available at key referral times (e.g., end of marking period)
Give away limited-edition packets of intervention resources at RTI Team meetings
Sign up ‘consultant member’ to the RTI Team but limit the number of meetings that he or she attend
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VISION
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District Level Administration
Provides leadership support for the model Develops policies and guidelines Supports use of technology necessary for data
management District-wide development of Tier II,
supplemental instruction Provides staff development for skills necessary
to implement the model Educates parents and the community about the
benefits of the model
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District Level Policies
District procedures on RtI Structure the intervention process Aligns student needs with district level
program access (504, Dyslexia, SPED) Policies that define parent involvement Clarification of due process procedures for
students
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Building Administrator
Enthusiastic and supportive of model Assurance to teachers of available supports and
resources Provides training on assessment, interventions, RtI
team role Emphasis is on data, curriculum, instruction,
intervention Whole class support using creative and flexible
scheduling This is a marathon, not a sprint
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DATA-BASED DECISION MAKING
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Data Collection and Interpretation Use of Technology Commercial software programs Large districts develop their own, district-wide
database and system
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Accountability
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Accountability Must Be Accountability Must Be ReciprocalReciprocal
Elmore, 2002
Meaning…
The system invests in capacity development in return for more
accountable performance.
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Ensure Tier 1 Fidelity Use district-wide/AYP data to determine
performance of students in same grade/class Is the curriculum effective?
Determine target student level of access to curriculum
Are research based instructional strategies being used?
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If curriculum is effective and student had consistent access, move to Tier II
If curriculum is not effective, improve core curriculum
If curriculum is effective but student has not had access (e.g, attendance, mobility), increase exposure to curriculum and monitor progress
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Ensure Tier 2 & 3 Fidelity Support Tier 2 & 3 protocol interventions Facilitate needs assessment Provide flexibility to teachers to stagger
curriculum, team teach, modify student program Monitor progress of all students Support student exposure to needed curriculum,
regardless of grade placement Implement fidelity checks
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Staff Development
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Staff Development Issues
Inventory staff needs Focus on developing and/or strengthening
skills in: Research based instructional strategies Data-based decision making Use of the problem-solving method Developing and implementing supplemental and
intensive interventions
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Parent Involvement
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Parent Understanding of Process
Develop parents as partners (trust) Communicate process Provide information on data based decision
making Provide parents with frequent feedback using
data Parent involvement on team is critical District policies that ensure rights in writing --
equivalent language to special education provisions
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Difficulties in Implementation Systems Change – Full RTI Implementation can
take 3-5 years Staff professional development Tier I general education services Data Analysis LD Criteria – Variables to Analyze Caseloads New Roles of Professionals – Opportunities and
Threats (turf issues) Fidelity, fidelity, fidelity!
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The Writing on the Wall
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The best way to predict your future is to create it!
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Future Horizons. . .
Reflect on how you want to proceed with regards to your team process.
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Summary Effective RtI’s require
General and special education restructuring Stakeholder involvement Effective team functioning Effective school communication Collaboration and problem solving New assumptions
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Summary Guidelines
Ensure quality Consider campus goals Generate awareness of the changes Disseminate information Introduce model to faculty Create a team Identify resources Develop evaluation plan
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Achieving Better Outcomes
The most essential aspect of the
problem-solving approach is collaboration
among special education and general
education teachers and related service
providers.
