Managing the RtI Process What should we do with all

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Managing the RtI Process
What should we do with all this data?!
Presenter: Marty Suchorski
President, Oasys®, LLC
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About the presenter:
Marty Suchorski is President of Oasys®, LLC
Background in software solutions
Has worked with K-12 school districts over 30
years
Oasys®, LLC specializes in data management
solutions for Special Education, RtI, 504, ELL,
G/T, and Medicaid Reimbursement
What are the core elements of an RtI program?
Collaborative District Team
Formulates the RtI process within the district.
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Staff Training
Resources
Funding
Instruction/Curriculum
Tier 1,2,3 definitions
Implementing RtI Systems
There are many correct ways to implement an RtI
system, depending on:
• $$$
• Staff availability & training
• Classroom availability
• Intervention schedule (during or after school)
• Student transportation needs
• Qualification for Tiers 1, 2, 3
• Interpretation of major/minor incidents
What to do before implementing RtI
• Assessments
o Determining Universal Screeners
o IL standard assessments, MAPS, etc.
• Determining Interventions to use
• Developing Resource Maps
o Staff availability/who can deliver interventions
What to do before implementing RtI
Develop RtI Procedures & Programs
• What will constitute Tier 1, 2 and 3?
• How will referrals be made?
• RtI requires at least 3 screeners per year.
When will they be administered? What
screener will be used?
What to do before implementing RtI
Conduct on-going staff training
• RtI is a problem solving model that relies on
the participation of all staff. Adequate training
ensures effective execution of the RtI
program. Lack of training can lead to
difficulties that may cause staff to question
the program’s usefulness.
What to do before implementing RtI
Consider Academics and Behavior
• Districts should monitor and intervene in
academics AND behavior. The two are often
linked.
What information should a district collect?
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Universal Screeners - methods and data
Interventions – tools used, results
Progress monitoring – daily, weekly results
Team and parent communication
What information should a district collect?
• Begin with a Universal Screener to identify
students needing interventions.
Many tools are available (Example: easycbm.com
Must be normed, standardized and generalizable
Screen for academics and behavior
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What information should a district collect?
• Information collected must be easily
accessible to team members and available in a
timely manner for greatest effectiveness.
How will data be communicated to team and to
parents? To district, state, school?
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RtI Academic Process Components
Tier 1 - Universal
Identification for Tier 2 and Tier 3
Interventions
Progress Monitoring
Finishing the Intervention
Managerial Reporting
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RtI Academic Process Components
Tier 1 - Universal
Identification for Tier 2 and Tier 3
Interventions
Progress Monitoring
Finishing the Intervention
Managerial Reporting
RtI Academic Process Components
Tier 1 - Universal
• All students begin in Tier 1
• Regular curriculum
• Standard assessments such as the ISAT can be
used to determine which students need
intervention.
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RtI Academic Process Components
Tier 1 - Universal
Identification for Tier 2 and Tier 3
Interventions
Progress Monitoring
Finishing the Intervention
Managerial Reporting
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RtI Academic Process Components
Identification for Tier 2 and 3
District Assessments
State Assessments (ISAT)
Selection of students for interventions
indicated by graphs and reports generated.
Graphs prepared for parents by team
members.
Identification for Tier 2 and 3
Screening Students
• The Oasys RtI system has many ways to identify
students in need of more intensive Tier 2 or Tier 3
supports:
– Can store assessments from MANY sources:
• Both universal screeners and probes
• District and State assessments
• MAP®, AIMSweb® , DIBELS® DRA®, easyCBM®, SWIS®
– Identification Graphs (Tier 1)
• Normed, Standardized, and Generalizable
• Early identification – “at-risk” or above level peers
• Can compare a student to his or her class, school, and district
Entering or Uploading Assessments
• Assessments can be put in the system two ways:
– Using a fast and simple “Score Entry” for teachers
– Using a swift upload process where you are able to import
.csv files directly from your desktop (for administrators)
Teacher Score Entry allows staff to
simply “tab” through entering
scores and then save
Identification for Tier 2 and 3
Building Level / Grade Level Teams
• Initially, consists of building staff - teachers, principal,
school psych, etc.
• After student identified for intervention, parent(s) may
be added to team
Meet and discuss identified students, analyze
data, determine interventions.
Determine if students should progress to Tier 2/3.
Report progress monitoring results.
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RtI Academic Process Components
Tier 1 - Universal
Identification for Tier 2 and Tier 3
Interventions
Progress Monitoring
Finishing the Intervention
Managerial Reporting
Interventions
• Problem-Solving Intervention Team assists in
implementing Tier 2 interventions and can
assist regular ed teachers with Tier 1
interventions.
o Typically literacy or speech/language
specialists, school psychologists, etc.
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Interventions
Team Development
Parent Notification
Team Meeting(s)
Intervention plan developed
Common Core Standards may be used
Implementation of intervention plan
Student Identification Graph
• Shows where
every student
in a class is in
comparison
with
standardized
norm range
and “cut”
score
• All graphs
in system
can be
opened in
Excel
(upper left
of graph)
Student Scatter Graph
• Compares a
specific
student to
rest of class
while
maintaining
the privacy of
other student
names
• Excellent for
conferences
• Is available
to print for
each student
in entire
class without
repeating
steps in
input screen
Ranked Scatter Graph
Ranks
student
scores in
the class
from least
to greatest
Can also
print for each
student in
entire class
Student Comparative Graph
• Ability to
compare a
specific
student to
class, school,
and district
• Excellent
tool to track
“GT”
students as
well as atrisk
• Can also
print for
entire class
without
double entry
Intervention Plan
• Once a student has been identified as in need of
an academic or behavior intervention:
– Notify your InterventionTeam
– Create a goal page and attach the intervention
• These forms will be “existing” where edits can be made
– When any changes to the goal page are complete,
print the form and archive it to progress monitor. The
goal then moves from “existing” to a “read only” copy,
so that the data cannot be manipulated and the
progress monitoring can be done with fidelity.
Interventions
• Next, develop intervention plans for
appropriate students.
Determine length of intervention
Determine frequency (daily or weekly)
Inviting the Intervention Team
• RV-1: General Invitation to Intervention Team
Meeting
– Request for assistance/ background
Creating the Intervention Goal
• Problem solving meeting record
• Problem solving follow up
INTEGRATION OF COMMON CORE STANDARDS
• Can be associated with areas of concern
• Can be used as student goals
• Use will vary by district
Academic Intervention Plan
Behavior Intervention Plan
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RtI Academic Process Components
Tier 1 - Universal
Identification for Tier 2 and Tier 3
Interventions
Progress Monitoring
Finishing the Intervention
Managerial Reporting
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Progress Monitoring
Recording of scores
Group progress monitoring
Graphing progress
Interpreting results
Recording fidelity
Monitor Based on Intervention Plan
• Can make daily progress notes on
intervention goals (fidelity)
• Can bring up progress monitoring goals
to enter probe data
(Score entry for probe attached to intervention goal.)
Progress Monitoring - Lori Snowball
WCPM
Trendline
Progress Line
Target Line
Phase Line
Base Line
50
45
40
30
25
20
15
10
Score Dates
Student Will Not Achieve Target
The R2 Coefficient is: 0.798
01/20/12
01/13/12
01/06/12
12/29/11
12/22/11
12/15/11
12/08/11
11/26/11
11/19/11
11/19/11
11/12/11
11/05/11
10/28/11
10/21/11
0
10/07/11
5
09/30/11
Points
35
Behavior Progress Monitoring
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RtI Academic Process Components
Tier 1 - Universal
Identification for Tier 2 and Tier 3
Interventions
Progress Monitoring
Finishing the Intervention
Managerial Reporting
Finishing the Intervention
• Reconvene the Intervention Team
• Intervention Summary:
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Intervention successful and student HAS MET target
Intervention is NOT effective and new intervention selected
Intervention has been modified and will continue
Student needs more intensity – Tier 3 intervention
Student needs 504 plan
Student needs Spec Ed referral
Student moved
End of school year
• Parent notification
Finishing the Intervention
• Can update intervention
status
– Will appear on Student Profile
Finishing the Intervention
• If a Special Education referral is needed,
further documentation is necessary.
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RtI Academic Process Components
Tier 1 - Universal
Identification for Tier 2 and Tier 3
Interventions
Progress Monitoring
Student Response to Intervention
Managerial Reporting
Managerial Reporting
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Case Loads
Interventions that work
Interventions that don’t work
CC standards reporting
Students needing Tier 2 or Tier 3 interventions
(Additional reporting)
• State reporting
• An RtI data management system should be
able to:
Collect academic and behavioral data
Monitor progress, tracks interventions
Run custom reports and graphs based on your
district’s needs.
• Information collected must be easily
accessible and available in a timely manner.
Oasys RtI Data Center
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MAP®, DIBELS®, Running
Records, DRA®, AIMSweb®
easyCBM®, SWIS®
Universal Screeners
and Probes
ELL Data*
Access Scores
Behavior Data
Academic and Behavior
Intervention Plans
Progress Monitoring Data
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Response to Intervention
Identification Graphs
PBIS “Big 5”
Behavior Graphs
Student
Profile
Special Education and
504 Referral Process*
Progress Monitoring Graphs
* Is available as an add-on
For more information or to schedule a demo call Oasys ® LLC (800) 261-3935
www.oasys-llc.com, email: [email protected]
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Overview of Behavior Process
Incident tracking
Parent notification
“Big 5” reporting
Bullying/By-stander/Victim reporting
State reporting
Entering Behavior Incidents
• Tracks:
– Majors and Minors
– Incident Type
– Behavioral Outcomes/
Consequences
– Behavior Motivations
– Location
– Time of Day
– Day of Week
• Can be private or public
Behavior Criteria Report
Can graph the PBIS “Big Five:” by Student, Incident Type, Location,
Incidents per Day per Month, Time of Day, and much more
Behavior Graphs
• Can analyze
graphs by
school, district,
or grade
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Can analyze
graphs by
student or
teacher
Comprehensive Student Information
• Student Profile Includes:
– Demographic Information
– Past and Current Services Provided
• Service Notes
– Longitudinal Assessment Data
– Academic and Behavior Interventions
– Behavior Incidents
– Student Log
– Multiple Sorting/Viewing Options
– All in ONE place!
System Interface
• The Oasys RtI system interfaces with your
student management system for seamless
data retrieval.
No duplicate data entry
No management of service and programs
Allows RtI system to remain up-to-date
Less work for IT staff
Saves time and money
For more information stop by our booth in the
exhibitor area or contact:
Marty Suchorski
Oasys, LLC
800-261-3935
[email protected]
www.oasys-llc.com

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