Developing District RtI Implementation Plans: Infrastructure Development

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Developing District RtI Implementation
PlansInfrastructure Development
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Change Model
Consensus
Infrastructure
Implementation
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Infrastructure
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Building a PlanDistrict Infrastructure Building

• Form a District-Based Leadership Team (DBLT) or
  use an existing one
• Representation
• Inclusive
• Identify the roles that the district/central
  administration will play in the implementation
• Evaluate district-level needs assessment
• Make decisions about the necessary components of
  RtI across Tiers 1-3

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InfrastructureContent of the Plan

• Systems that support PSM/RtI
• Problem-Solving Process
• Common to Academic and Behavior Applications
• Intervention Maps for 3 Tiers
• Data and Progress Monitoring
• Decision Rules for Intervention Effectiveness
• Tiered intervention systems
• Training and Coaching
• Decision-Making Criteria
• Technology Support

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How Does it Fit Together?Standard Treatment
Protocol
Step 2
Step 3
Step 4
Step 1
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Tier I Problem-Solving Data and Skills Needed
Tier I - Assessment Discipline Data
(ODR) Benchmark Assessment School Climate
Surveys Universal Screening FCAT Universal
Screening District-Wide Assessments
Tier I - Core Interventions School-wide
Discipline Positive Behavior Supports Whole-class
Interventions Core Instruction
10 - 15
80 - 90
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Core Instruction Tier 1

• What does core instruction look like for
  reading, math and behavior?
• What strategies exist to differentiate core
  instruction to include normal variation in
  student skill levels in core?
• What data can be collected to evaluate the impact
  of core instruction in reading, math and
  behavior?
• What strategies are available to evaluate the
  fidelity of core instruction (e.g., Just Read
  Florida! Principal walk through evaluations)?
• What is the role of core instruction providers in
  the facilitation of core content/information with
  providers of supplemental and intensive
  instruction?

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Tier II Problem-Solving Data and Skills Needed
1 - 5
Tier II - Targeted Interventions Targeted Group
Interventions Increased Intensity Narrow
Focus Linked to Tier I
Tier II - Assessment Behavioral
Observations Intervention Data Group
Diagnostic Universal Screening Progress Monitoring
10-15
80 - 90
Tier I - Core Interventions
Tier I Assessment
10 - 15
80 - 90
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Characteristics of Tier 2 Interventions

• Available in general education settings
• Opportunity to increase exposure (academic
  engaged time) to curriculum
• Opportunity to narrow focus of the curriculum
• Sufficient time for interventions to have an
  effect (10-30 weeks)
• Often are standardized supplemental curriculum
  protocols

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Supplemental Instruction/Intervention Tier 2

• What does supplemental instruction/intervention
  look like for reading, math and behavior?
• What are the logistics of supplemental
  instruction/intervention? Can this be delivered
  as part of core? Separate?
• What data can be collected to determine Tier 2
  strategies and to evaluate the impact of
  supplemental instruction/intervention in reading,
  math and behavior?
• Will you recommend the use of a standard
  protocol (Developing strategies that work for
  problems that are common to students in
  particular need areas rather than evaluating
  students individually) for Tier 2?
• What strategies are available to evaluate the
  fidelity of core instruction/intervention?
• How do we ensure that supplemental
  instruction/intervention is integrated
  with/includes core instructional content and
  actually transfers to student success in core?

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Tier II Problem-Solving Data and Skills Needed
1 - 5
Tier II - Targeted Interventions Targeted Group
Interventions Increased Intensity Narrow
Focus Linked to Tier I
Tier II - Assessment Behavioral
Observations Intervention Data Group
Diagnostic Universal Screening Progress Monitoring
10-15
80 - 90
Tier I - Core Interventions
Tier I Assessment
10 - 15
80 - 90
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Intensive Instruction/InterventionTier 3

• What does intensive instruction/intervention
  look like for reading, math and behavior?
• What are the logistics of intensive
  instruction/intervention? Can this be delivered
  as part of core? Separate?
• What data can be collected to determine Tier 3
  strategies and to evaluate the impact of
  intensive instruction/intervention in reading,
  math and behavior?
• What strategies are available to evaluate the
  fidelity of Tier 3 instruction/intervention (see
  later slides on intervention support)?
• How do we ensure that intensive
  instruction/intervention is integrated
  with/includes core instructional content and
  actually transfers to student success in core?
• For special education students, do we develop an
  area plan (e.g., reading) that articulates the
  integrated role of Tier 3, Tier 2 and Tier 1
  providers? Is the IEP part of this plan or IT
  the plan? (Hopefully, it is PART of the
  planotherwise, integration is very difficult)

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Tier Functions/Integration

• How the Tiers work
• Time aggregation
• Tier integration

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How the Tiers Work

• Goal Student is successful with Tier 1 level of
  support-academic or behavioral
• Greater the tier, greater support and severity
• Increase level of support (Tier level) until you
  identify an intervention that results in a
  positive response to intervention
• Continue until student strengthens response
  significantly
• Systematically reduce support (Lower Tier Level)
• Determine the relationship between sustained
  growth and sustained support.

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Integrating the Tiers

• Tier 1 (Core) instruction present at all three
  levels
• Purpose of Tier 2 and Tier 3 is to increase the
  rate of student progress and level of performance
  by increasing the intensity of instruction/interve
  ntion
• A single intervention plan for students
  regardless of source of services (e.g., IEP part
  of the overall plan)

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Some of the misconceptions discussed

• Schools think of the tiers as categories and
  specific programs are attached to certain tiers
  so we are trying to get them to think in terms of
  a continuum of intensity (some of the items on
  the next slide which we use for principals and
  teachers - as well as more time per session, more
  sessions per week, and smaller groups)
• We want them to be thinking data (skills/needs)
  driven not program driven
• So rather than thinking a child would be in all
  three tiers at once and maybe receiving three
  different programs for a pre-determined amount of
  time all children need to be receiving core
  instruction and then additional instruction that
  is intensive enough and the duration is such that
  it meets the needs of the students (so a child
  whose needs are a Tier 3 level do not get less
  instruction than their peers at Tier 1 or 2).

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Effective Instruction (Foorman et al., 2003
Foorman Torgesen, 2001 Arrasmith, 2003
Rosenshine, 1986)
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Integrating the Tiers

• 5th grade student reading at the 2nd grade level
• Tier 3
• Direct Instruction, Targeted, Narrow Focus (e.g.,
  phonemic awareness, phonics, some fluency)
• Tier 2
• Fluency, vocabulary, comprehension, pre-teach for
  Tier 1
• Tier 1
• Focus on comprehension, participation, scripted
  decoding
• Use core materials for content
• Progress monitor both instructional level and
  grade placement level skills

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Integrating the Tiers

• 5th grade student reading at the 2nd grade level
• Tier 3
• Direct Instruction, Targeted, Narrow Focus (e.g.,
  phonemic awareness, phonics, some fluency)
• Tier 2 might not be getting this piece because
  the intervention core is more explicit and
  includes preteaching
• Fluency, vocabulary, comprehension, pre-teach for
  Tier 1
• Tier 1 might be an intensive core because this
  child is 3 years behind
• Focus on comprehension, participation, scripted
  decoding
• Use core materials for content
• Progress monitor both instructional level and
  grade placement level skills

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Intervention Support

• Intervention plans should be developed based on
  student need and skills of staff
• All intervention plans should have intervention
  support
• Principals should ensure that intervention plans
  have intervention support
• Teachers should not be expected to implement
  plans for which there is no support

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Critical Components of Intervention Support

• Support for Intervention Integrity
• Documentation of Intervention Implementation
• Intervention and Eligibility decisions and
  outcomes cannot be supported in an RtI model
  without these two critical components

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Intervention Support

• Pre-meeting
• Review data
• Review steps to intervention
• Determine logistics
• First 2 weeks
• 2-3 meetings/week
• Review data
• Review steps to intervention
• Revise, if necessary

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Intervention Support

• Second Two Weeks
• Meet twice each week
• Following weeks
• Meet at least weekly
• Review data
• Review steps
• Discuss Revisions
• Approaching benchmark
• Review data
• Schedule for intervention fading
• Review data

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Decision Rules

• Response to Intervention Rules
• Linking RtI to Intervention Decisions

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Decision Rules What is a Good Response to
Intervention?

• Positive Response
• Gap is closing
• Can extrapolate point at which target student(s)
  will come in range of target--even if this is
  long range
• Level of risk lowers over time
• Questionable Response
• Rate at which gap is widening slows considerably,
  but gap is still widening
• Gap stops widening but closure does not occur
• Poor Response
• Gap continues to widen with no change in rate.

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Decision Rules What is a Questionable
Response to Intervention?

• Positive Response
• Gap is closing
• Can extrapolate point at which target student(s)
  will come in range of target--even if this is
  long range
• Questionable Response
• Rate at which gap is widening slows considerably,
  but gap is still widening
• Gap stops widening but closure does not occur
• Level of risk remains the same over time
• Poor Response
• Gap continues to widen with no change in rate.

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Decision Rules What is a Poor Response to
Intervention?

• Positive Response
• Gap is closing
• Can extrapolate point at which target student(s)
  will come in range of target--even if this is
  long range
• Questionable Response
• Rate at which gap is widening slows considerably,
  but gap is still widening
• Gap stops widening but closure does not occur
• Level of risk remains the same over time
• Poor Response
• Gap continues to widen with no change in rate.

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Intervention Integrity Decisions
Evidence based intervention linked to verified
hypothesis planned
Evidence based intervention implemented
Student Outcomes (SO) Assessed
Treatment Integrity (TI) Assessed
Continue Intervention
SO TI
Data-based Decisions
Implement strategies to promote treatment
integrity
-SO -TI
-SO TI
Modify/change Intervention
From Lisa Hagermoser Sanetti, 2008 NASP Convention
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Response to Instruction/Intervention for Reading
Components and Resources
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Reading Priorities. . .
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Core Reading Instruction Tier 1
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What does core instruction look like for reading?

• K-5
• 90 minute reading block
• Comprehensive reading program is the central tool
  for instruction.
• Explicit, systematic, and differentiated
  instruction is provided.
• In-class grouping strategies are in use,
  including small group instruction as appropriate
  to meet student needs.
• Active student engagement occurs in a variety of
  reading-based activities, which connect to the
  essential components of reading and academic
  goals.
• Effective classroom management and high levels of
  time on task are evident.
• 6-12
• Content area courses in which the reading content
  standards are addressed for all students
  including
• Middle School Developmental Reading
• English/Language Arts
• Other core areas such as science, social studies,
  and math

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What strategies exist to differentiate
instruction for K-5 students in Tier 1?

• Differentiate in small, flexible reading groups
• Use data to form groups based on skills to be
  taught (comprehension, phonics, etc.)
• Ensure that groups are flexible
• Determine a schedule to rotate children through
  groups/centers
• Ensure that students with the most intensive
  needs meet in the teacher-led center everyday
• Targeted and deliberate independent reading
  practice that utilizes relevant practice,
  extension, and production opportunities

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What strategies exist to differentiate
instruction for 6-12 students in Tier 1?

• CAR-PD
• Differentiate in small groups
• Use data to from groups based on skills to be
  taught
• Groups need to be flexible
• Determine a schedule to rotate students through
  groups
• Support from the reading coach
• Take responsibility for student learning

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What data can be collected to evaluate the impact
of core instruction?

• Progress monitoring assessments three times a
  year (Florida Assessments for Instruction in
  Reading)
• Ongoing Progress Monitoring (OPM)
• Core Reading Program Unit Tests /
  Curriculum-based assessments
• Outcome measures (SAT-10 and FCAT) to make
  decisions about student placement for the
  following year

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Florida Assessments for Instruction in
ReadingThe Big Picture Map for K-2
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The K-2 Broad Screen/Progress Monitoring Map
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The Big Picture Map for 3-12 Computer Based
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What strategies are available to evaluate the
fidelity of core instruction?

• Principal Reading Walk Through
• If it gets inspected, it gets respected
• Effective instruction checklist
• Elementary core reading program checklists

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Effective Instruction (Foorman et al., 2003
Foorman Torgesen, 2001 Arrasmith, 2003
Rosenshine, 1986)
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How should instruction at Tier 1 align with Tier
2 and Tier 3 levels of instruction?

• Teachers should communicate about the following
  topics in order to align instruction
• the scope and sequence of the instruction as well
  as the scope and sequence of Tier 2 and 3
  instruction
• student progress
• information about upcoming lessons to help
  facilitate pre-teaching
• common vocabulary to determine if there are
  discrepancies with the instruction at the
  different tiers

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Supplemental Reading Instruction/Intervention
Tier 2
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3 Fs 1 S Data PD Effective Powerful
Instruction

• Frequency and duration of meeting in small groups
  every day, etc.
• Focus of instruction (the What) work in
  vocabulary, phonics, comprehension, etc.
• Format of lesson (the How) determining the
  lesson structure and the level of scaffolding,
  modeling, explicitness, etc.
• Size of instructional group 3, 6, or 8
  students, etc.
• Use data to help determine the 3 Fs and 1 S (the
  Why)
• Provide professional development in the use of
  data and in the 3 Fs and 1 S

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What does supplemental instruction/intervention
look like for reading?

• Logistics of supplemental instruction/
  intervention
• Specific time and place included in schedule
• Who will provide it? (classroom teacher or
  outside support Reading specialist, ESE, SLP,
  etc.)
• Materials/how will the provider access them?
• Common planning time established between the
  classroom teacher and intervention teacher, if
  applicable
• Establish guidelines for when to evaluate the
  effectiveness of instruction and guidelines to
  determine what is a good response

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What data can be collected to determine Tier 2
strategies and to evaluate impact of instruction?

• Data from the Broad Diagnostic Inventory (BDI)
• K-2
• Data from Targeted Diagnostic Inventory (TDI)
• K-12
• Ongoing Progress Monitoring (OPM)
• The BDI and TDI can be used to determine
  strategies and evaluate the impact of
  instruction.

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K-2 Broad Diagnostic Inventory (BDI) Map
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K-2 Targeted Diagnostic Inventory (TDI) Map
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3-12 Targeted Diagnostic Inventory (TDI) Map
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Will you recommend the use of a standard
protocol?

• Yes
• Professional development on the reading program
  can be provided more efficiently and with
  targeted focus.
• There may be research demonstrating the
  effectiveness of the program.
• There is a set scope and sequence.
• There are pre-made materials.
• Program may align with the needs of the student.
• No
• Because a child might just be placed into Program
  A, regardless of need, because it is the
  standard protocol used for Tier 2 in the
  school.
• A program primarily focused on phonological
  awareness and phonics would not be an appropriate
  program for a student who is primarily struggling
  with vocabulary and comprehension.

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What strategies are available to evaluate the
fidelity of Tier 2 instruction?

• Checklists following the scope and sequence of
  the program or the learning objectives of the
  programs
• Reading Walk Throughs
• Principal/Teacher Conference
• Schedule reflects that intervention is
  implemented
• Observation

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How do we ensure that Tier 2 instruction is
integrated with/includes core instructional
content and transfers to student success in Tier
1 instruction?

• Instructors need to communicate, if applicable
• Both instructors must have access to the core
  materials, if applicable
• Understanding the core content in order to
  provide access to the information but at an
  appropriate reading level

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Intensive Reading Instruction/Intervention
Tier 3
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What does intensive instruction/intervention look
like for reading?
Increase the intensity of instruction and
accelerate learning
More instructional time
Smaller instructional groups
Systematic instructional sequences
More precisely targeted at right level
Clearer and more detailed explanations
More extensive opportunities for guided practice
More opportunities for error correction and
feedback
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What are the logistics of Tier 3 instruction?

• Specific place and time set aside on the schedule
  (daily)
• Who will provide it? (classroom teacher or
  outside support Reading specialist, ESE, SLP,
  etc.)
• Materials/how will the provider access them?
• Common planning time established between the two
  providers, if applicable
• Establishing guidelines for when to evaluate the
  effectiveness of instruction and guidelines to
  determine what is a good response

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What data can be collected to determine Tier 3
strategies and to evaluate the impact of
instruction?

• Targeted Diagnostic Inventory (TDI)
• Ongoing Progress Monitoring (OPM)

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K-2 Targeted Diagnostic Inventory (TDI) Map
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3-12 Targeted Diagnostic Inventory (TDI) Map
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Ongoing Progress Monitoring (OPM)

• K-2
• all of the same TDI tasks
• ORF in grades 1 and 2
• 3-12
• ORF at grades 3-5
• MAZE at grades K-12
• Informal toolkit with
• Instructional Level reading comprehension
  passages passage-specific Question Response
  templates
• Multiple Lexiled passages for oral reading
  fluency, accuracy, and comprehension
• Phonics Inventory
• Sight Word Inventory
• Instructional Implications of Word Analysis Task

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What strategies are available to evaluate the
fidelity of Tier 3 instruction?

• Checklists following the scope and sequence of
  the intervention/program or the learning
  objectives of the intervention/program
• Reading Walk Throughs
• Principal/Teacher Conferences
• Schedule reflects that intervention is
  implemented daily
• Observation

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How do we ensure that Tier 3 instruction is
integrated with/includes core instructional
content when appropriate and transfers to student
success in core?

• Instructors need to communicate, if applicable
• Both instructors must have access to the core
  materials, if applicable
• Understanding the core content in order to
  provide access to the information but at an
  appropriate reading level

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Integrating the Tiers

• Tier 1 (Core) instruction present at all three
  levels
• Purpose of Tier 2 and Tier 3 is to increase the
  rate of student progress and level of performance
  by increasing the intensity of instruction/interve
  ntion
• Only one intervention plan for students
  regardless of source of services (e.g., IEP is
  part of the overall plan)

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Integrating the Tiers

• 10th grade student reading at the 7th grade level
• Tier 1 (English class and other core areas such
  as science, social studies, and math)
• Scaffolded instruction focusing on comprehension
  and vocabulary, ramping up the intensity by using
  embedded reading strategy instruction
• Small group pull out
• Tier 2 (Intensive Reading class)
• Fluency, vocabulary, comprehension, collaboration
  with Tier 1 teacher
• Tier 3 (Additional time in Intensive Reading
  class)
• Explicit instruction, targeted, focused on
  student need
• Provide strategies for students to access
  grade-level text
• Progress monitor both instructional level and
  student performance level skills in order to
  provide appropriate instruction and intervention

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Possible Misconception

• Schools may think of the tiers as categories and
  specific programs are attached to certain tiers.
  It is important for schools to think in terms of
  a continuum of intensity. (e.g., more time per
  session, more sessions per week, smaller groups,
  more explicit instruction, etc.)
• Schools need to think data (skills/needs) driven
  not program driven

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Examples from RtI Pilot Schools
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Florida Resources in Reading

• Just Read, Florida!                 
• www.justreadflorida.com
• Florida Center for Reading Research (FCRR)
• www.fcrr.org
• Florida Literacy and Reading Excellence Center
  (FLaRE) http//flare.ucf.edu
• Reading First Professional Development (RFPD)
• http//www.rfpd.ucf.edu/
• Literacy Essentials and Reading Network (LEaRN)
• www.justreadflorida.com/learn
• Response to Intervention Teaching Learning
  Connections (RtI TLC)
• http//rtitlc.ucf.edu/

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Response to Intervention for MathematicsComponen
ts and Resources
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Critical Components of RtI for Mathematics

• 1. Research-based, Scientifically Validated
  Instruction and Interventions based upon Next
  Generation Sunshine State Standards
• Multi-tier Models of Support
• 3. Effective, Informative Assessments
• Effective Use of Problem-solving Process
• On-going Progress Monitoring
• An Integrated Data System

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CRITICAL QUESTIONS

• How do we meet the instructional needs in
  mathematics for all students to achieve?
• What instructional methods, strategies, and
  resources are available for the classroom teacher
  to meet these diverse needs?
• How do we enhance our current teaching methods to
  meet more of our students needs in math?

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MULTI-TIERED APPROACH

• The first tier (universal) consists of the core
  curriculum and general education program which is
  based on evidence-based practices. The initial
  task in this process is to assure that the core
  curriculum is effective for a major portion of
  the students.
• After demonstrating that the core curriculum
  results in success for most students, the second
  tier (supplemental) consists of supplemental
  instruction in addition to the core curriculum to
  support the small groups of students who continue
  to struggle. Tier two interventions are delivered
  in a small group format using strategies known to
  be effective in addressing these learners.
• Tier three (intensive) interventions are designed
  to be individualized, long-term interventions for
  students who have not responded to Tier I and
  Tier II interventions that have been delivered
  with a high degree of fidelity. 
• At all tiers, the four-step, PS/RtI process is
  used to maximize outcomes for students.

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Center for Positive Behavior Interventions and
Supports (2001)
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TIER 1 EVIDENCE BASED INSTRUCTIONAL METHODS
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Teachers, school leaders, and teacher educators
must hold high expectations for all students. As
agents of change, they must challenge the
pervasive societal belief that only some students
are capable of learning mathematics. These
expectations must be reflected in all aspects of
the mathematics teaching and learning process
from instructional planning and decision making
to implementation and assessment. NCTM, 2008
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NCTM is a public voice of mathematics education,
providing vision, leadership, and professional
development to support teachers in ensuring
mathematics learning of the highest quality for
all students. Founded in 1920, NCTM is the
worlds largest mathematics education
organization, with 100,000 members and 250
affiliates throughout the United States and
Canada.
http//www.nctm.org/
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http//nctm.org
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Tier I Instruction and Support
Tier I - Assessment Benchmark Assessment Universa
l Screening-District Curriculum-based Assessments
Tier I - Core Instruction Whole-class
Instruction Differentiated Instruction and
Accommodations
10 - 15
80 - 90
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MULTI-TIERED APPROACH

• The first tier (universal) consists of the core
  curriculum and general education program which is
  based on evidence-based practices. The initial
  task in this process is to assure that the core
  curriculum is effective for a major portion of
  the students.
• After demonstrating that the core curriculum
  results in success for most students, the second
  tier (supplemental) consists of supplemental
  instruction in addition to the core curriculum to
  support the small groups of students who continue
  to struggle. Tier two interventions are delivered
  in a small group format using strategies known to
  be effective in addressing these learners.
• Tier three (intensive) interventions are designed
  to be individualized, long-term interventions for
  students who have not responded to Tier I and
  Tier II interventions that have been delivered
  with a high degree of fidelity. 
• At all tiers, the four-step, PS/RtI process is
  used to maximize outcomes for students.

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Core Components of Tier 1

• Consensus on core curriculum and instructional
  methods to meet NGSSS
• Procedures and ongoing professional development
  to assure high-quality teaching core curriculum
  to all students
• A continuum of instructional approaches and
  accommodations to differentiate to meet
  individual student needs within whole class
• Multiple resources (curriculum, technology, and
  personnel) to continuously enhance instruction,
  as needed, to meet needs of most students in
  whole class
• Procedures for continuous progress monitoring and
  evaluation of student mastery of NGSSS.

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• Effective Tier 1 instruction is well-sequenced,
  ensuring mastery of skills as instruction
  progresses, adequate corrective feedback matched
  to student level of competence.
• RtI Action Network, 2008

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http//www.fcrstem.org
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http//www.fldoestem.org
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http//www.floridastandards.org
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http//rtitlc.ucf.edu/
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TIER 2 SUPPLEMENTAL INSTRUCTION/INTERVENTION
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Tier II Intervention/Support in Mathematics
1 - 5
Tier II - Targeted Interventions Targeted Group
Interventions Differentiated Instruction Small
Groups to Increase Intensity and Duration (e.g.,
Tutoring, Supplemental Resources, etc.)
Tier II - Assessment Curriculum-based
Assessments Classroom Observations Intervention
Data (peer group comparison)
10-15
80 - 90
Tier I - Core Interventions
Tier I Assessment
10 - 15
80 - 90
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MULTI-TIERED APPROACH

• The first tier (universal) consists of the core
  curriculum and general education program which is
  based on evidence-based practices. The initial
  task in this process is to assure that the core
  curriculum is effective for a major portion of
  the students.
• After demonstrating that the core curriculum
  results in success for most students, the second
  tier (supplemental) consists of supplemental
  instruction in addition to the core curriculum to
  support the small groups of students who continue
  to struggle. Tier two interventions are delivered
  in a small group format using strategies known to
  be effective in addressing these learners.
• Tier three (intensive) interventions are designed
  to be individualized, long-term interventions for
  students who have not responded to Tier I and
  Tier II interventions that have been delivered
  with a high degree of fidelity. 
• At all tiers, the four-step, PS/RtI process is
  used to maximize outcomes for students.

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The What Works Clearinghouse was established in
2002 by the U.S. Department of Education's
Institute of Education Sciences to provide
educators, policymakers, researchers, and the
public with a central and trusted source of
scientific evidence of what works in education.
The What Works Clearinghouse (WWC) collects,
screens, and identifies studies of effectiveness
of educational interventions (programs, products,
practices, and policies).
http//ies.ed.gov/ncee/wwc/
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http//ies.ed.gov/ncee/wwc/
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The What Works Clearinghouse (WWC) looked at
elementary school math curricula designed to
promote math knowledge and skills among
elementary school students (average ages 5 to 10
years).
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The Center on Instruction, a partnership of five
organizations, provides resources and expertise
to the Regional Comprehensive Centers in reading,
mathematics, science, special education, and
English language learners.
http//www.centeroninstruction.org/
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http//centeroninstruction.org/
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• Effective Tier 2 instruction for mathematics
  emphasizes matching the task difficulty to the
  capability of the students in the class or group.
  It provides multiple opportunities to practice
  the skill and receive specific feedback and
  provides opportunities to use the skill in
  various situations (e.g., with different
  materials, different problem presentations).
  Formative assessment provides continuous progress
  monitoring of student performance after
  instruction.
• RtI Action Network, 2008

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TIER 3 INTENSIVE INSTRUCTION/INTERVENTION
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Tier III Intervention/Support in Mathematics
Tier III Individualized Interventions Academic
Intervention Plan Individual Tutoring Intensive
Intervention Services
Tier III Assessments Curriculum-based
Assessments Progress Monitoring
Graph/RtI (Eligibility Assessment)
1 - 5
Tier II Targeted Interventions Targeted Group
Interventions Differentiated Instruction Small
Groups to Increase Intensity and Duration (e.g.,
Tutoring, Supplemental Resources, etc.)
1-5
Tier II Assessments Curriculum-based
Assessments Classroom Observations Intervention
Data (peer group comparison)
80 - 90
10-15
Tier I Core Interventions School-wide Discipline
Positive Behavior Supports Whole-class
Interventions
Tier I Assessments Discipline Data
(ODR) Benchmark Assessment Universal Screening
10 - 15
80 - 90
100
MULTI-TIERED APPROACH

• The first tier (universal) consists of the core
  curriculum and general education program which is
  based on evidence-based practices. The initial
  task in this process is to assure that the core
  curriculum is effective for a major portion of
  the students.
• After demonstrating that the core curriculum
  results in success for most students, the second
  tier (supplemental) consists of supplemental
  instruction in addition to the core curriculum to
  support the small groups of students who continue
  to struggle. Tier two interventions are delivered
  in a small group format using strategies known to
  be effective in addressing these learners.
• Tier three (intensive) interventions are designed
  to be individualized, long-term interventions for
  students who have not responded to Tier I and
  Tier II interventions that have been delivered
  with a high degree of fidelity. 
• At all tiers, the four-step, PS/RtI process is
  used to maximize outcomes for students.

101

• Tier 3 instruction will include a data-based
  process for identifying continued and specific
  instructional concerns in mathematics. Specific
  interventions should be developed to target those
  identified deficits while monitoring both
  intervention-specific and generalized
  improvements in mathematics.
• RtI Action Network, 2008

102

• In tiers 2 and 3, increase the frequency of
  progress monitoring (quarterly/weekly
  measurements and decision making).

103

• Observing students closely, analyzing their
  needs, and adjusting the curriculum to fit the
  needs of all students have always been important
  skills demonstrated by fine teachers.
• Hubbard Power, 2007

104
Assess with a purpose.
105
THE ASSESSMENT PRINCIPLE

• Assessment should support the learning of
  important mathematics and furnish useful
  information to both teachers and students.
• -Do I gather enough evidence before making
  judgments or evaluating my students?
• -Do I really KNOW what the students know, can
  do, and will master?
• NCTM, 2003

106
WHAT ARE THE BENEFITS OF PROGRESS MONITORING?

• When progress monitoring is implemented
  correctly, the benefits are great for everyone
  involved, including
• accelerated learning because students are
  receiving more appropriate instruction
• more informed instructional decisions
• documentation of student progress for
  accountability purposes
• more efficient communication with families and
  other professionals about students progress
• higher expectations for students by teachers and
  
• fewer Special Education referrals.
• National Center on Student Progress Monitoring,
  2008

107
Progress monitoring is a scientifically based
practice that is used to assess students'
academic performance and evaluate the
effectiveness of instruction. Progress monitoring
can be implemented with individual students or an
entire class. NCSPM, 2008
108
Florida Resources in Math

• Florida Center for Research in Science,
  Technology, Engineering, and Mathematics
  (FCR-STEM)
• Partnership to Rejuvenate and Optimize
  Mathematics and Science Education in Florida
  (PROMiSE)
• Response to Intervention Teaching Learning
  Connections (RtI TLC)
• Additional State-Funded Projects

109
Florida Center for Research in Science,
Technology, Engineering, and Mathematics

• at Florida State University

Mission Assist the State of Florida in the
improvement of K-12 teaching and learning in
science, technology, and mathematics and prepare
students for higher education and STEM careers.
FCR-STEM is committed to conducting rigorous
investigations designed to address questions that
will help policymakers and educators make
evidence-based decisions and wisely invest public
resources
www.fcrstem.org
110

• Research on
• policy and practice related to mathematics and
  science instruction and assessment in the state.
• student acquisition of knowledge and skills in
  math and science.
• teacher preparation to increase the number of
  math and science teachers with strong content
  knowledge and teaching expertise.
• Technical Assistance to schools and school
  districts in the development and implementation
  of effective math and science instruction.
• Dissemination of evidence-based practices.

111

• Mathematics-Science Partnership (MSP) grant
  awarded by the Florida Department of Education
• Will assist schools raising awareness and
  building capacity for implementation of the new
  mathematics and science standards
• Partnership between educators, scientists,
  mathematicians, and engineers to improve STEM
  education in Floridas schools.

http//www.flpromise.org
112
Florida PROMiSE Partners

• UNIVERSITIES
• -University of South Florida
• -Florida State University FCR-STEM
• -University of Florida
• SCHOOL DISTRICTS
• -Duval County
• -Hillsborough County
• -Miami-Dade County
• -Seminole County

• STATE PARTNERS
• - DOEs Office of Mathematics Science
• - Florida Virtual School
• - Horizon Research, Inc.
• EDUCATIONAL CONSORTIA
• Heartland
• Northeast Florida (NEFEC)
• Panhandle Area (PAEC)

113
PROMiSE OVERVIEW

• Provide high-quality and consistent PD statewide
  to enhance new and veteran teachers preparedness
  to teach for depth and understanding aligned with
  the standards
• Assist school leaders in supporting standards
  implementation and new vision for student
  learning with depth and understanding
• Provide information and technical assistance
  through a variety of tools to support teachers in
  promoting student learning with depth and
  understanding.

114
Comprehensive Approach

• Build Understanding of the M/S Standards
• PD, induction, web resources, PSAs, webcasts
• Build Capacity to Implement and Support
  Standards-based Teaching for Depth and
  Understanding
• Research-based, job-embedded professional
  development for school principals to build
  understanding of NGSS and effective professional
  learning communities.
• Content Specialists from Colleges of Arts and
  Sciences, Colleges of Education, and school
  districts provide 2-week summer institutes and
  follow-up professional development on key
  concepts of the NGSSS.
• Build a System for Continued Renewal
• Lay the ground work for the development of
  university-based teacher education programs for
  M/S teacher leaders that can occur after funding
  period and with support from other funding
  streams.

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116
2008 Measurable Targets-BEESS State Performance
Plan

• Gap between all students and SWDs who graduate
  with a standard diploma will decrease to 26
• The dropout rate for SWDs will decrease to 4.0
• 96 of SWDs will participate in statewide
  assessments
• 37 of school districts will meet AYP targets in
  math
• 62 of SWDs in grades 3-10 will demonstrate
  proficiency in math

117

• Purpose-To identify, disseminate, and facilitate
  high fidelity implementation of current and
  emerging research-based instructional practices
  in curriculum, instruction, and assessment within
  the framework of Response to Intervention to
  educational personnel in the state of Florida.
• Funded through the Bureau of Exceptional Student
  Education and Student Services of the Florida
  Department of Education.

118
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119
Specific Content Initiatives include

• Scaling-up Evidence-based Practices with
  Problem-solving/RtI and Positive Behavior
  Supports
• Early Literacy Initiatives (specifically roles of
  Speech-Language Pathologists)
• Adolescent Literacy Interventions
• Mathematics Instruction and Interventions
• Language Reading Connections for Students who are
  Deaf and Hard of Hearing

120
Specific Process Aligned with Fl Protocol A
Systems Approach
PLANNING Selection of Research-Based Effective
Instructional Practices
DELIVERY Standards Based Professional Development
Improves Student Learning
EVALUATION Evaluation of Student Learning
FOLLOW-UP High Quality Classroom Implementation
121
Professional Development and Products

• Algebra Success Keys (ASK) Regional PD
• Keys of Problem Solving (KoPS) Regional PD
• Primary Edible Math booklets and CDs
• Secondary Edible Math booklets and CDs
• Cool Tools in Mathematics Classroom Informal
  Assessments for Teachers
• Math Connections Learning Gains and
  Instructional Decision-making in the Math
  Classroom
• Metacognitive Strategies book
• RtI Instructional Materials (e.g., Fidelity of
  Implementation, RtI for Teachers, etc.)
• www.RtITLC.ucf.edu
•  

122
Visit us atwww.http//RtITLC.ucf.edu

• Mary E. Little, Ph. D.
• Principal Investigator
• Shelby C. Robertson, Ph. D.
• Project Coordinator-Mathematics
• 386.274.0175

123
Response to Intervention for BehaviorComponents
and Resources
124
Critical Components of RtI for Behavior

• 1. Research-based, Scientifically Validated
  Interventions
• Multi-tier Models of Support
• 3. Effective, Informative, Responsive
  Assessments
• Effective Use of Problem-solving Process
• 5. On-going Progress Monitoring
• 6. An Integrated Data System

125
Challenges for Behavior

• There are few established benchmarks for
  behavior.
• Data systems for behavior are in short supply.
• Decision rules for behavior are unclear.
• Many interventions may not be evidence-based
• Most schools are already utilizing Tier 2
  interventions (see challenges 1-4)

126
Center for Positive Behavior Interventions and
Supports (2001)
127
Tiers of PBS

• Tier 3 (Individual/Intensive) Processes and
  procedures reflect school-wide expectations for
  student behavior coupled with team-based
  strategies to address problematic behaviors of
  individual students
• Tier 2 (Supplemental) Processes and procedures
  designed to address behavioral issues of groups
  of students with similar behavior problems or
  behaviors that seem to occur for the same reasons
  (i.e. attention seeking, escape)
• Tier 1 2 (Classroom) Processes and procedures
  that reflect school-wide expectations for student
  behavior coupled with pre-planned strategies
  applied within classrooms
• Tier 1 (School-Wide) Procedures and processes
  intended for all students, staff, in specific
  settings and across campus

128
Tier I of Behavioral Intervention/Support
Tier I - Assessment Discipline Data
(ODR) Benchmark Assessment School Climate
Surveys Universal Screening
Tier I - Core Interventions School-wide
Discipline Positive Behavior Supports Whole-class
Interventions
10 - 15
80 - 90
128
129
Core Components of Tier 1

• Consensus on a common approach to discipline
• A small number of positively stated expectations
  for all students and staff
• Rules for specific settings
• Procedures for teaching expectations and rules to
  students,
• A continuum of procedures for encouraging
  displays and maintenance of these expectations,
• A continuum of procedures for discouraging
  displays of rule-violating behavior, and
• Procedures for monitoring and evaluation the
  effectiveness of the discipline system.

130
Initial Steps for Tier 1

• Establish a school-wide leadership or behavior
  support team. May be RtI team or subcommittee.
• Secure a commitment and agreement from the
  administrators and staff for active support and
  participation.
• Conduct a self assessment of the current
  school-wide discipline system.
• Create an implementation action plan that is a
  result of data-based decision-making.
• Establish a way to collect office referral and
  other data on a regular basis to evaluate the
  effectiveness of school-wide PBS efforts.

131
Building Capacity for Tier 1-3

• District commitment
• District Action Plan
• Coaching
• Training
• Progress monitoring/Data system
• Identification of students for Tier 2 supports
• Evaluation

132
District Commitment

• PBS District Coordinator is established
• District PBS Team established
• District Action Planning meeting
• PBS Coaches established
• District funding established
• School-wide discipline a top district goal
• School-based discipline data system
• Commitment to revise/utilize a discipline
  referral form, problem behavior definitions, and
  develop a coherent discipline referral process.

133
District Action Planning Process

• Required at least annually for all new and
  returning districts
• Assists district team in developing a
  comprehensive plan for initiating, supporting,
  and evaluating RtIB efforts for all schools
• Helps determine which diverse district personnel
  are needed to build and maintain RtIB as a
  priority for schools
• Determines persons who serve as RtIB Coaches
• Allows district team to plan for resources (time,
  funding) to support the implementing school
  teams
• Generates goals for expanding and/or sustaining
  RtIB for the upcoming school year

134
Coaching for Sustainability

• Develop a coaching model for behavior - internal
  and/or external coaches
• Coaches trained regionally every Fall by
  FLPBSRtB
• Monthly Coaches Meetings required per district
  content and materials provided by FLPBS
• FLPBSRtIB Project technical assistance provided
  to Coaches through District Coordinators
• Completing Tiers 1-3 PBS evaluation for school
• Submitting data via PBS project evaluation system

135
Training Support at Tier 1

• Universal Tier 1
• Comprehensive 3-day
• On-site, regional, web-based
• Train the trainer approach
• On-site and collaborative
• Booster (20 originally trained need booster)
• On-site and web-based
• SWIS and administrator trainings
• Classroom Tier 1 or 2
• Online only Classroom Consultation Guide

136
Tier 1 Training

• Consists of lecture, video of Floridas
  implementing schools, team activities, and action
  planning
• FREE OF CHARGE to districts
• Training is for 2-3 days
• School Administrator required to participate all
  3 days
• District Coaches trained to provide additional
  assistance
• Ongoing technical assistance provided across year
• May have start-up funds for new districts

137
Tier 1 RtI/Behavior Training Components

• Introduction to School-wide Positive Behavior
  Support
• Establishing a Foundation for Collaboration and
  Operation
• Building Faculty Involvement
• Establishing A Data-Based Decision-Making System
• Developing Appropriate Definitions of Problem
  Behaviors
• Developing Behavior Tracking Forms
• Developing a Coherent Office Discipline Referral
  Process
• Developing Effective Consequences
• Identifying School-Wide Expectations
• Identifying Rules for Unique Settings
• Developing a System for Teaching Appropriate
  Behavior
• Developing a School-Wide Reward System
• Implementing School-wide PBS
• Evaluating the Progress of PBS Efforts
• Establishing a Comprehensive PBS System

138
Progress Monitoring at Tier 1

• School-wide behavioral data include office
  discipline (ODR) data that answer questions
  about
• Who, what, when, where, why
• Must be easy to access for schools and presented
  graphically
• FLPBS Project can provide training and access to
  SWIS (www.swis.org)
• FLPBS Project can provide technical assistance to
  districts about IT requirements of an effective
  Tier 1 data system

139
Identification of Students for Tier 2

• ODR data are not sufficient to identify students
  needing more support at Tier 2
• Recommended that multiple sources of data (ODR,
  referrals, nominations, standardized screeners,
  etc.) be used to ID students.
• FLPBS project can provide information on
  standardized screeners, efficient nomination
  processes, and tracking systems for students.

140
Evaluation

• FLPBS Project provides a web-based data system
  for collecting ODRs, ISS, OSS, academic
  improvement and implementation fidelity data
• Reliable and valid tools are developed for
  measuring implementation fidelity at Tiers 1-3
• FLPBSES provides immediate data in graphic format
  for each school and for the District coordinator.
• Sample of state wide data can be accessed at our
  website http//flpbs.fmhi.usf.edu/

141
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143
Tier II Behavioral Intervention/Support
1 - 5
Tier II - Targeted Interventions Targeted Group
Interventions Social Skills Training Small
Groups Tiered Discipline Programs
Tier II - Assessment Behavioral
Observations Intervention Data (peer group
comparison)
10-15
80 - 90
Tier I - Core Interventions
Tier I Assessment
10 - 15
80 - 90
144
Core Components of Tier 2

• Continuous availability,
• Rapid access (within 72 hr),
• Very low effort by teachers,
• Consistent with school-wide expectations,
• Implemented by all staff/faculty in a school,
• Flexible intervention based on assessment

145
Core Components of Tier 2

• Match between the function of the problem
  behavior and the intervention,
• Adequate resources for implementation (weekly
  meetings, plus 10 hours a week),
• Student chooses to participate, and
• Continuous monitoring of student behavior for
  decision-making.

146
Secondary Interventions

• Behavior Education Program/CICO
• Social SkillsSkillstreaming
• Problem-Solving, Conflict Resolution
• I Can Problem Solve (elementary)
• Prepare (secondary)
• Anger Management, Violence Prevention
• Second Step
• BullyingSteps to Respect

147
Preparing for Secondary Supports

• Identify schools that are ready
• Universal level implementation with fidelity
• Form secondary level team
• At least one member of school-wide team
• Behavior analysts/specialists
• School psychologists/counselors
• ESE specialists
• Establish progress monitoring/ PS RtI process

148
Training Support at Tier 2

• Provided by FLPBSRtIB Project
• Practice with problem-solving process
• Practice with data-based decision-making
• Evaluation and use of Tier 1 and classroom
  supports
• Establishing a progress monitoring system
• Establishing a Tier 2 process at the school
• Team
• Decision points
• Tracking and communication
• Specific training on BEP/CICO system

149
Progress Monitoring

• FLPBSRtIB Project provides
• Progress monitoring tool for array of Tier 2
  interventions,
• Decision rules for Tier 2, and
• Tracking system for communicating outcomes for
  all students on Tier 2 support
• Practical experience supporting hundreds of
  schools at Tier 2 implementation

150
Adapted from Crone, Horner Hawken (2004)
Points Possible __72___   Points Received
__55__   of Points __76__   Goal
Achieved? Y N
Daily Progress Report
Name ______Don Kincaid________________ Date
__2/1/08______   Rating Scale 3Good day 2
Mixed day 1Will try harder tomorrow   GOALS
 
3
1
3
3
3
3
1
1
1
3
3
2
2
3
1
1
3
3
3
3
2
Teacher Comments I really like how
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
________________
Parent Signature(s) and Comments
_______________________________________________
151
Sample Excel Form for Tier 2Daily Progress
Monitoring Report
152
Evaluation of Tier 2

• Schools can utilize the Benchmarks of Quality for
  Tier 2 to evaluate implementation fidelity of
  each Tier 2 intervention in the school
• Progress monitoring and tracking system can
  identify if Tier 2 interventions are being
  effective

153
Tier III of Behavioral Intervention/Support
Tier III Individualized Interventions Behavior
Intervention Plan Individual CounselingSelf-Monit
oring
Tier III Assessments FBA Progress Monitoring
Graph/RtI (Eligibility Assessment)
1 - 5
1-5
Tier II Targeted Interventions Targeted Group
Interventions Social Skills Training Small Groups
Tier II Assessments Behavioral Observations Interv
ention Data Gap Analysis
10-15
80 - 90
Tier I Core Interventions School-wide Discipline
Positive Behavior Supports Whole-class
Interventions
Tier I Assessments Discipline Data
(ODR) Benchmark Assessment Universal Screening
10 - 15
80 - 90
154
Identifying Students at Tier 3

• Students for whom secondary supports are not
  enough (poor response to intervention)
• Students with severe and chronic behavior
• High ODRs
• ESE services or placement
• High scores on screeners
• NOT just for students who have been identified as
  ESE eligible.

155
Components of Tier 3 Support

• Clear FBA and BIP process that meets the needs of
  all students
• Collaborative problem-solving approach
• Clear intervention goals that address problem
  behavior, appropriate behavior and lifestyle
  issues
• A progress monitoring system for each student and
  all students
• Decision points and data-based decisions

156
Components of Tier 3 Support

• An effective FBA process
• Appropriate, multi-component BIPs matched to
  function
• Contextual fit and coaching
• Measurements of the fidelity of intervention
  implementation
• Matching complexity of problem to differing level
  of Tier 3 support

157
Resources from FLPBS Project for Tier 3

• FLPBS does not provide training to
  i