Response to Intervention: Reflections on Year One

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Response to InterventionReflections on Year
One
JUPITER ELEMENTARY
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Agenda

• Year One in Review
• Behavior
• Looking at Data
• Teacher Data Teams
• Progress Monitoring

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Paradigm Shift

• Eligibility Focus
• Diagnostic/Test Place Model
• PreReferral
• Get label
• Outcome Focus
• Problem Solving/ Response to Intervention Model
• Get help

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Year One Debrief

• Year One Progress looks like.
• Data teams established
• Teachers more confident
• in their abilities
• Teachers know what data to bring to meetings
• Core reading and math programs are strengthened
  through professional development and
  collaboration
• Specific data used at each meeting
• Differentiated Instruction across all subject
  areas.
• Specific skill deficits are identified in
  students and across grade levels. Interventions
  are designed to close the gap of deficit.

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Lets Take a Look at Behavior

• On a Post-It Note.
• Record the 3 most prevalent behaviors that may
  need intervention support.
• Post to the Parking Lot

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Take a Closer Look at Data
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Whats the Problem?
Is this an individual student problem or a larger
systemic problem?
Are between
Are over 20 of
Are 5 or fewer
5 and 20 of
students struggling?
students struggling?
students struggling?
Go to individual student problem solving
Examine
instruction,
curriculum, and
Develop small
environment for
group
needed
intervention
adaptations
and develop
group
intervention
adapted from Heartland AEA 11, Improving
Childrens Educational Results
Go to
intervention
evaluation
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Problem ID ReviewIndividual Student Data
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Problem ID ReviewIndividual Student Data
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Problem ID ReviewIndividual Student Data
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What does this graph tell you about the problem?
Student
Peers
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Student Performance ReportIs the Core Healthy?
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• HOLDING EFFECTIVE DATA TEAM MEETINGS

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Teacher Data Team

• Members

• Function

• Administrator
• Instructional Coach(es)
• Elementary
• Grade Level Teams
• Guidance Counselor/Service Provider

• Utilize the problem solving process to meet needs
  of students
• Analyze data from Tier 1 and Tier 2 assessments
  to monitor the effectiveness of core instruction
  (Tier 1) and supplemental instruction (Tier 2)
  across the grade level or department
• Monitor fidelity of core Tier 1 instruction

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Teacher Data Meetings

• Purpose

• Student Achievement
• Collaborate to plan interventions both at Tier 1
  and Tier 2 level
• Monitor student progress
• Making gains
• Learning, but slowly
• No progress
• Learn from each other

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Collaboration is the key to success!
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What Data Do I Bring?

• Data that shows students response to instruction
  (Tier 1)
• Intervention Log documentation
• Progress Monitoring datahow did the student
  respond to interventions (Tier 1 or Tier2)

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Why Keep an Intervention Log?

• Aids in the analysis of inadequate progress and
  how to intensify instruction.
• Documents progress for RTI model
• Amount of time student received intervention
• Size of group
• Changes made to intensity
• Refer for evaluation

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Interventions Documenting Tier 1 and Tier 2

• Aids in the analysis of inadequate progress and
  how to intensify instruction.
• Documents progress for RTI model
• Amount of time student received intervention
• Size of group
• Changes made to intensity
• Refer for evaluation

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What is the intent of progress monitoring?

• Support decision making such as whether to
• Continue
• Change or
• Adjust
• instruction.

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Progress Monitoring Tool

• Must match intervention/instruction
• Should be a quick tool
• Curriculum Based Measurement Short, quick
  probes based on skills
• Examples
• Running records
• Sight words 30/42
• FAIR opm
• PASI
• PSI
• Math Probes

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Modifications

• When Progress Monitoring shows intervention is
  not effective enough
• Change intervention strategies
• Add time to intervention strategies
• Reduce size of intervention group
• Change intervention instructor

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Questions and Answers