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RtI Process- Middle School and High School

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Title: Slide 1 Author: Jagemann, Jonathan Last modified by: Windows User Created Date: 8/21/2012 4:27:24 PM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: RtI Process- Middle School and High School


1
RtI Process- Middle School and High School
RtI/ PBIS District Team
2
Learning Objectives
  • Learning Objectives
  • Participants will learn about the framework
    involved in each of the six phases of the MPS RtI
    Process. Screen, Diagnose, Match, Intervention,
    Progress Monitor, and Evaluation.
  • This session will go over some reflective
    questions for participants to take back to their
    schools to ensure the RtI Framework is in place
    for all students.

3
  • Success Criteria
  • Participants will be successful when they can
    articulate the required components of each of the
    six phases of the RtI process to all staff
    members at their school and understand what steps
    need to be taken to ensure each phase is
    implemented with fidelity.

4
Attention Signal
  • Teacher Claps twice
  • Participants finish their conversations (10
    seconds)
  • Teacher Hocus Pocus
  • Participants Everybody Focus
  • All student conversations end and focus is put
    back to the front of the room on the teacher

5
Frayer Model
Your definition
Teacher Role
RtI
Non example
Example
6
Response to Intervention (RtI)
  • What is RtI?
  • An organizational framework
  • A multi-level system of support
  • Goal academic and behavioral success for ALL
    students
  • Regular Education AND Special Education
  • RtI is NOT
  • A computer-based program
  • Just for special education students/students
    suspected of having special education needs
  • Students should be referred for intervention to
    improve their academic skills and close the
    achievement gap, NOT so that we can make a
    special education referral. A special education
    referral may occur after we have evidence that
    interventions are not working.
  • Important Features
  • Culturally responsive practices
  • High quality instruction
  • Collaboration
  • Balanced assessment (standardized testing,
    benchmarks, unit tests, curriculum-based
    measures, work samples, etc.)
  • Research and evidenced-based interventions
  • Progress monitoring

7
Response to Intervention
  • Why RtI?
  • We want all students to succeed!
  • RtI has proven to close the achievement gap.
  • Its a fluid way to evaluate and support all
    students
  • Some students need a little more support others
    need a lot more support
  • Uses research and evidence-based techniques,
    interventions, strategies, and best practices
  • Uses data to make decisions

8
A Tiered System of Support
Tier 1 All Students Tier 2 One Adult/
Multiple Students Tier 3 1 Adult/ One or Two
Students OR Many Adults/One or Two Students
9
RtI Process
10
Screen
  • Medical Screening you see a doctor yearly and
    he/she determines if you are high risk for any
    ailments. If you are, you receive additional
    tests to determine if you need medical attention.
    Hospitals cant afford to give everyone all
    medical attention, have to screen for who needs
    it.

11
Screen
  • Departments or Grade Level Teams look at
    available data to determine students in need
  • SAIL
  • MAP (most recent MAP)
  • Teacher input, work samples
  • Should occur before semesters so that students
    can be programmed into intervention courses/
    intervention times

12
MAP
13
SAIL
14
Reflective Questions
  • Do staff members know where available data is
    located?
  • Do departments/ grade levels meet regularly and
    have data discussions?
  • When and how can you screen all students prior to
    second semester?
  • What questions or concerns do you have for the
    District RtI team (please post on Concerns Board)

15
Questions for us
  • Discuss at your table What concerns, questions,
    or supports do you need from the RtI PBIS
    District Team
  • Each table send up one representative to the
    poster paper and write down a concern, question
    or support needed.

16
Diagnose
  • Mechanical Diagnose your car wont start (you
    have screened that something is wrong), so you
    need to diagnose the problem. Is it out of gas,
    did the battery die, is it an alternator, etc.
    Your diagnosis will determine what you do next.
    Wouldnt take to a mechanic if it is just out of
    gas.

17
Diagnose
  • Intervention teacher and departments dig into MAP
    and other data to determine areas of need for
    each student.
  • In high school students identified for
    intervention should take the MAP during the MAP
    window.

18
Diagnose
  • Intervention students are diagnosed on easyCBM
    (DIBELS for MS literacy)
  • Middle School students take grade level benchmark
  • High School students
  • Use RIT to determine instructional level
  • OR
  • Go back three grade levels
  • Student takes first progress monitoring probe

19
Diagnose Math
  • Benchmark or first Probe
  • Student raw score correct turned into a
    percentile
  • See Detailed Percentiles Table on easyCBM
  • If below 10th percentile lower 2 grade levels
  • Student goal of 50th percentile, then increase
    grade level probe
  • High School for 8th grade probes goal of 99th
    percentile

20
Name or probe and time of year (Math Numbers and
Operation- Fall)
Students raw score correct
Student Percentile
21
Student Grade Level Intervention Level Attempted Percentile Result
Bruce 9 6 5 Down 2 grades, attempt 4th grade
Sara 7 7 3 Down 2 grades, attempt 5th grade
Clark 10 7 29 Stay at this grade level
Martha 7 4 60 Go up a grade level, attempt 5th grade
Peter 9 7 30 Stay at this grade level
22
Intervention Grade Level CC to Intervene around CC to Intervene around CC to Intervene around
8th Expressions Equations Geometry Functions
7th Ratios Proportional Relationships Expressions Equations
6th Ratios Proportional Relationships Expressions Equations
5th Number Operations Base Ten Number Operations Fractions
4th Number Operations Base Ten Operations Algebraic Thinking Number Operations Fractions
23
Diagnose HS Literacy
  • First Probe (HS)
  • Can use students MAP RIT or go down 3 grade
    levels (just like with math)
  • Use Students Raw Score
  • Words Read (Fluency)
  • Questions Correct (Comprehension)
  • Use easyCBM Literacy Chart to determine if
    appropriate grade level
  • May need to adjust up or down

24
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25
Student Grade Level Intervention Level Attempted Words Read Result
Bruce 9 6 92 Down 2 grades, attempt 4th grade
Sara 10 7 140 Stay at this grade level
Clark 10 7 150 Stay at this grade level
Martha 9 4 145 Go up a grade level, attempt 5th grade
Peter 9 7 95 Down 2 grade levels, attempt 5th grade
26
Middle School Literacy
  • DIBELS is used
  • DORF for fluency
  • DAZE for Comprehension
  • Using table (next slide)
  • Mastery- go up a level
  • Instructional- stay at this level
  • Frustration- lower level

27
DIBELS Ranges
Instructional Level DORF Range DAZE Range
6th Mastery 120 Instructional 95-119 Frustration 0-94 Mastery 21 Instructional 15-20 Frustration 0-14
5th Mastery 130 Instructional 105- 129 Frustration 0-104 Mastery 24 Instructional 18-23 Frustration 0-17
4th Mastery 115 Instructional 95- 114 Frustration 0- 94 Mastery 24 Instructional 20-23 Frustration 0-19
3rd Mastery 100 Instructional 80-99 Frustration 0-79 Mastery 19 Instructional 14-18 Frustration 0-13
28
Reflective Questions
  • Do teachers use/ know how to use easyCBM?
  • DIBELS??
  • What PD/ training/ resources do we need to ensure
    teachers know how to diagnose using these tools?
  • Do teachers know how to drill back into MAP data?

29
Questions for us
  • Discuss at your table What concerns, questions,
    or supports do you need from the RtI PBIS
    District Team
  • Each table send up one representative to the
    poster paper and write down a concern, question
    or support needed.

30
Match
  • If the doctor diagnoses that you have high
    cholesterol that is causing your heart burn
    he/she wouldnt give you cough syrup, he/she
    would give you medicine and advice on lowering
    your cholesterol.

31
  • After the teacher/ teacher teams have diagnosed
    the student areas of need, intervention grade
    level, etc
  • Match the student to appropriate interventions,
    best practices, time for intervention, and other
    considerations

32
  • Interventions are NOT a computer program
  • Interventions are the teacher doing what they do
    best, teaching students in what they need.
  • Computer programs/ online sites/ etc used to
    assist with intervention and manage many students
    receiving an intervention at the same time

33
  • Interventions are like learning how to cook
    instead of just reading a recipe
  • A good cook has to be aware of al the possible
    ingredients and cooking methods out there
  • They can then use various ingredients and cooking
    methods to make a great meal based on what the
    needs and preferences are for whoever is eating
  • A teacher needs to be aware of all the
    techniques, strategies, etc available
  • Have to be able to combine these based on student
    need to help each individual student progress as
    a learner

34
Those Ingredients
  • General teacher best practices
  • Discuss, share, practice as staff members
  • RtI PBIS Website
  • Under Resources
  • More coming
  • Math and Literacy Departments
  • Internet sites
  • RtI books, research studies, etc

35
Reflective Questions
  • Are teachers aware of all the interventions,
    techniques, best practices, etc
  • Do teachers know CCSS?
  • As a school do you have time to discuss as a
    group amongst experts what is available and what
    works and what doesnt work?
  • Do you have any staff members who can go out and
    research for other strategies, techniques, etc?

36
Questions for us
  • Discuss at your table What concerns, questions,
    or supports do you need from the RtI PBIS
    District Team
  • Each table send up one representative to the
    poster paper and write down a concern, question
    or support needed.

37
Intervention
  • Once it has been determined that your car has a
    broke alternator, you need to leave your car at
    the mechanic for the day and someone there who
    knows what they are doing has to fix it.

38
Literacy Intervention
  • Intervention must given by a Reading licensed
    teacher
  • Explicit small group, one on one, computer based
    programs (Odyssey)
  • Groups should be 2-5 students at a time
  • Minimum of 20 minutes at least 2-3 times per week
  • Can be a course, during ELO time, or a blended
    lab
  • Must be IN ADDITION to their Tier 1 instruction

39
Math Intervention
  • Intervention must given by a Math licensed
    teacher
  • Explicit small group, one on one, computer based
    programs (Math RFP coming end of October)
  • Groups should be 2-5 students at a time
  • Minimum of 20 minutes at least 2-3 times per week
  • Can be a course, during ELO time, or a blended
    lab
  • Must be IN ADDITION to their Tier 1 instruction

40
  • During intervention time the teacher works with
    the whole group, small group, individual students
    (rotating students on computers) around their
    areas of concern
  • A variety of individualized activities, etc

41
Reflective Questions
  • Do intervention teachers have a repertoire of
    interventions/ strategies to do in a class or
    during an intervention time?
  • Does the school have time embedded within the day
    for interventions
  • Does the school have an intervention course
    schedule?
  • Does the school have enough certified teachers?

42
Questions for us
  • Discuss at your table What concerns, questions,
    or supports do you need from the RtI PBIS
    District Team
  • Each table send up one representative to the
    poster paper and write down a concern, question
    or support needed.

43
Progress Monitor and Record
  • The doctor has determined that you need to lower
    your cholesterol by losing weight. You have been
    matched to the intervention of going to the gym
    three times a week. To monitor how it is working
    you will weigh yourself every Sunday morning and
    record your weight in a diet journal.

44
  • Teachers delivering the interventions must
    regularly progress monitor all students receiving
    an intervention.

45
Literacy
  • 9-12th grade easyCBM (online)
  • Every 5th intervention session
  • Next subsequent progress monitoring probe in the
    area of concern at the intervention grade level
  • Fluency 1 minute to read a passage
  • Must be done one on one with student
  • Comprehension read a passage and answer
    questions (no time limit)
  • Entire class can do at same time silently

46
Literacy
  • 6-8th grade DIBELS Next
  • Every 5th intervention session
  • Fluency DORF
  • 1 minute to read a passage
  • Must be done one on one with student
  • Comprehension DAZE
  • 3 minutes, read and circle the missing word
  • Entire class can do at same time silently
  • May be difficult to have entire class stop at
    same time, etc

47
MATH
  • 6-12th grade easyCBM (online)
  • Every 10th intervention session
  • Next subsequent progress monitoring probe in the
    area of concern at the intervention grade level
  • All taken online and corrected instantly
  • 16 questions
  • Must adjust raw score to a percentile

48
Math
  • During weeks when no easyCBM is used it is best
    practice to conduct a summative assessment of the
    students growth
  • Odyssey Assessment (recommended)
  • A created progress monitoring
  • 20 math questions around the area of concern, etc

49
Recording Progress Monitoring
  • EXCEED is used
  • Every student must have a plan created in EXCEED
  • Use a pre-created template
  • Instructions online
  • Within a week of receiving a progress monitoring
    score, scores need to be updated on Exceed
  • Plan creation takes around 2-3 minutes score
    updating takes less than a minute

50
Reflective Questions
  • Are teachers trained in easyCBM, Odyssey, DIBELS,
    EXCEED?
  • Are intervention teachers updating/ viewing
    EXCEED regularly (individual or as a teacher
    team)? Is their time scheduled during teacher
    meetings to do this?

51
Questions for us
  • Discuss at your table What concerns, questions,
    or supports do you need from the RtI PBIS
    District Team
  • Each table send up one representative to the
    poster paper and write down a concern, question
    or support needed.

52
Evaluate
  • Your doctor determines you have high cholesterol
    and wants you to monitor your weight while
    working out 3 times a week. After a month he/she
    wants you to call and see if adjustments need to
    be made based on if you are losing appropriate
    weight.

53
  • Progress monitoring is used to assess students
    academic and behavioral performance, to measure
    student improvement or responsiveness to
    instruction and to evaluate the fidelity and
    effectiveness of instruction.
  • Teachers and teacher teams should be monitoring
    students on an intervention
  • District uses 3 point rule

54
Example Academic Graph
Goal of 48
55
If the three data points are Then
Above the aim line and the target score End intervention plan and Increase the target in a new plan Change to next sequence skill in a new plan Reduce support, fade to Tier 1
Above the aim line but NOT at target score Continue implementation until target is reached
Around the aim line Continue implementation until target is reached
Both above and below the aim line Continue implementation, collect and review data until data rule can be applied
Below aim line Dig deeper and/or make a teaching change Check/Improve fidelity of intervention Intensify current intervention Change intervention Refer to Tier 3
56
Questions to ask Not responding
  • Intensify the intervention
  • Longer intervention time
  • Intervention more often
  • A different intervention, strategies, techniques
  • Conduct intervention with more fidelity
  • Alter intervention setting/ teacher/ etc
  • Tier 3 intervention

57
Reverse Request For Assistance
  • Form completed by teacher/ teacher team making
    BIT aware that there is a student who is not
    responding to the intervention
  • The BIT looks at available data, has conversation
    with teacher, etc and makes a determination of
    next steps.
  • For students showing that they are not
    responding, not for all students who just arent
    reaching their goal. They could be responding,
    just not at their goal yet.

58
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59
Reflective Questions
  • Do departments meet regularly and discuss
    students on intervention using EXCEED data?
  • Does the BIT meet monthly on Academic Tier 2 and
    loo at system fidelity?
  • Does the school use the Reverse Request for
    Assistance form to inform the BIT that further
    analysis of a student is needed?

60
Questions for us
  • Discuss at your table What concerns, questions,
    or supports do you need from the RtI PBIS
    District Team
  • Each table send up one representative to the
    poster paper and write down a concern, question
    or support needed.

61
More Information
  • RtI/ PBIS Website
  • MPS webiste Families Educational Resources
  • http//tinyurl.com/mpsrtipbis
  • MPS RtI PBIS Youtube page
  • http//youtube.com/mpspbis
  • MPS RtI PBIS Pinterest Page
  • http//pitnerest.com/mpspbis
  • Your External Coach

62
RtI PBIS Coach
  • Northwest and Central Region
  • Gayle Mahan
  • East and Southwest Region
  • Latasha Hodge
  • Innovation Region
  • Brian Rudolph

63
Keep Calm Teach On!
  • THANK YOU FOR ALL YOU DO
  • FOR OUR STUDENTS!!!

64
RtI Process- Middle School and High School
MPS Board of School Directors Michael Bonds,
Ph.D., President, District 3Meagan Holman, Vice
President, District 8 Mark Sain, District 1 Jeff
Spence, District 2 Annie Woodward, District
4 Larry Miller, District 5 Tatiana Joseph, Ph.D.,
District 6 Claire Zautke, District 7 Terrence
Falk, At-Large
Senior Team Darienne B. Driver, Ed.D.,
Superintendent Erbert Johnson, CPA, Chief of
Staff Tina Flood, Chief Academic Officer Karen
Jackson, Ph.D., Chief Human Capital Officer Ruth
Maegli, Acting Chief Innovation Officer Michelle
Nate, Chief Operations Officer Gerald Pace, Esq.,
Chief Financial Officer Keith Posley, Ed.D.,
Chief School Administration Officer Sue Saller,
Executive Coordinator, Superintendents
Initiatives
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