Intervention and Data Collection Integral Parts of RTI

1
Intervention and Data CollectionIntegral Parts
of RTI

• Eliana Lesser, Ph.D.
• Laura Dilly, Ph.D.
• Natalie Lussier, M.A.

2
Why?

• Intervention (strategy)
• Because some students need additional/different
  strategies to learn
• Data Collection (progress monitoring)
• Because you need to evaluate if your strategy is
  helping the student achieve the pre-established
  goal
• Because your documentation is an important part
  of the RTI process

3
When?

• Intervention (strategy)
• When a student is experiencing difficulty
  benefiting from the curriculum with Tier 1
  strategies
• When classroom and/or standardized assessment
  indicates that the student is below average/grade
  level
• Data Collection (progress monitoring)
• Throughout the school year
• Whenever you are using a specific strategy

4
How?

• Intervention (strategy)
• Evaluate students specific need SMART goal
  (specific, measurable, attainable, reasonable,
  timely)
• Choose research-based intervention
• Apply it as follows
• Tier 2 2-3 times a week, small group
• Tier 3 3-5 times a week, individually
• Data Collection (progress monitoring)
• Use a probe to help determine if the student is
  making adequate progress towards a
  pre-established goal and thus closing the gap
• Minimal Data Collection Baseline (1-3 probes)
  4 Data Points (_at_ least 4 probes) spread over a 6
  week period

5
Example

• Intervention (strategy) Practice with Flash
  Cards
• J. is a kindergarten student who is not making
  adequate progress towards learning letters.
• His teacher, Ms. T assesses how many upper-case
  letters he knows and compares this value to the
  average of her class and/or grade expectation for
  that time of the year.
• Ms. T makes special flashcards and practices 5-10
  letters he does not know everyday for five
  minutes. When J. misses a letter, the teacher
  corrects him and he repeats the correct answer.
  When he becomes proficient on a letter, it is
  removed from the group and a new one is
  introduced.

6

• Data Collection (progress monitoring) How many
  letters does Johnny know?
• Probe every week for 6 weeks, Ms. T tests J. on
  ALL letters of the alphabet and calculates the
  percent of letters he knows (what he knows/26).
• She compares this value to the previous week and
  to her expectation/average of class

7
Whats next?

• Ms. T can graph Js progress to see if he is
  making adequate gains
• http//www.jimwrightonline.com/php/chartdog_2_0/ch
  artdog.php
• http//nces.ed.gov/nceskids/createagraph/default.a
  spx
• Ms. T decides if she would like to continue this
  strategy or attempt a different one

8
Js progress
9
Is Js progress closing the gap?
10
Completing CCSD RTI Documentation
Student Information
Student Name J Birth date Primary Language English Primary Language English
School Elementary Grade K GTID Date
5. SUMMARY OF PROGRESS MONITORING TOWARD
ACHIEVING STANDARDS (Attach actual data) RTI
documentation Tier 3 progress monitoring NUMBER
OF WEEKS IN TIER 3 -
Area of Difficulty including curriculum areas or behavioral concerns Area of Difficulty including curriculum areas or behavioral concerns Area Basic Reading Specific Need Letter Naming Area of Difficulty including curriculum areas or behavioral concerns Area of Difficulty including curriculum areas or behavioral concerns
Evidenced Based Intervention(s) Provided Evidenced Based Intervention(s) Provided Daily Incremental Rehearsal with Flashcards individually with teacher feedback GOAL learn 3 additional letters each week (26 letters at the end) Evidenced Based Intervention(s) Provided Evidenced Based Intervention(s) Provided
Baseline Performance Data Date 9/1/09 Baseline Performance Data Date 9/1/09 Result Correctly identified 3 out of 26 letters Baseline Performance Data Date Baseline Performance Data Date Result
Results of Intervention Results of Intervention Results of Intervention Results of Intervention Results of Intervention Results of Intervention
Data Point 1 Date 9/8/09 Result Correctly identified 5 out of 26 letters Result Correctly identified 5 out of 26 letters Data Point 1 Date Result Result
Data Point 2 Date 9/15/09 Result Correctly identified 7 out of 26 letters Result Correctly identified 7 out of 26 letters Data Point 2 Date Result Result
Data Point 3 Date 9/23/09 Result Correctly identified 9 out of 26 letters Result Correctly identified 9 out of 26 letters Data Point 3 Date Result Result
Data Point 4 Date 9/30/09 Result Correctly identified 10 out of 26 letters Result Correctly identified 10 out of 26 letters Data Point 4 Date Result Result
11
Area of Need Examples of Specific Need Assessment/Goal Possible Intervention Examples of Data Collection (Probe)
Reading Letter Recognition Phonemic Awareness Decoding Fluency Comprehension Assessment Child reads 35 words/minute on 2nd grade text in Feb. (lt52 is at-risk 52-68 is some risk gt68 low risk) GPS for end of 2nd 90 words/minute GOAL Increase by 3 words/minute 53 WPM Repeated Readings Student rereads the same passage from guided reading and/or AR 3-5 times First time silent Second time follow along with teacher Third time read to a peer Fourth time read to a parent Fifth time read to the teacher DIBELS 60 second reading probe once a week Data 2/1 35 WPM (baseline) 2/8 39 WPM 2/15 40 WPM 2/22 45 WPM 3/1 48 WPM 3/8 47 WPM 3/15 50 WPM
Language Articulation Fluency Vocabulary Listening Comprehension Assessment CRCT Unit Tests ACCESS Classroom observations GOAL follow two-step directions When given a two step direction, child is asked to repeat and follow through. If incorrect, teacher models. Collect data once a week for six weeks Every Fri. teacher gives a set of two step directions and scores according to the following 2 points follows both steps 1 point follows one step 0 points no response 2/1 0/4 points 2/8 1/4 points 2/15 1/4 points 2/22 0/4 points 3/1 2/4 points 3/8 1/4 points
12
Area of Need Examples of Specific Need Assessment/Goal Possible Intervention Examples of Data Collection (Probe)
Math Number Recognition Number Sense Math Computation Math Problem Solving Math Fact Fluency 3 minute computation Student average is 20 correct addition fact computations GOAL 80 correct addition facts in 3 minutes Incremental rehearsal of math facts 5-9 for 10 minutes/day with an advanced peer 3 minute test of random 5-9 math facts 2/1 20 (baseline) 2/8 22 2/15 40 2/22 49 3/1 65 3/8 60 3/15 80
Language Arts Letter Formation Spelling Sentence Writing Paragraph Writing Child not meeting writing standards based on grade level writing rubric Child not writing in complete sentences in journal and does not connect sentences GOAL Write 3 correct interconnected sentences Use graphic organizer to organize beginning, middle, and end sequence each day for daily writing in journal Individual discussion with teacher to correct sentences If needed, rewrite three sentences correctly Once weekly evaluate daily journal writing. Student receives one point for each accurately written sentence and one point for every sentence that is connected to the following sentence 5 point maximum. 2/1 0/5 (baseline) 2/8 1/5 2/15 3/5 2/22 2/5 3/1 3/5 3/8 3/5 3/15 3/5
13
Area of Need Examples of Specific Need Assessment/Goal Possible Intervention Examples of Data Collection (Probe)
Behavior Raising Hand Staying in Seat Hands to Self Turning in Homework On-time Morning Arrival Pro-social Skills Good Problem Solving Skills Class Participation Child fails to stay in his seat and blurts out answers GOAL Child will raise hand without blurting out during circle time at 80 of the time Parapro will place a sticker on students necklace for each his each time he raises his hand and refrains from blurting out during circle time If he receives five stickers, he can pick a reward from the treasure chest following circle time. During circle time once weekly, teacher will measure how many times student demonstrates the behavior in relation to the number of opportunities to raise hand (raise hand blurts out). 2/1 30 (baseline) 2/8 30 2/15 60 2/22 40 3/1 35 3/8 40 3/15 50
14
(No Transcript)
15
Resources for Interventions

• www.interventioncentral.org
• http//www.jimwrightonline.com/php/rti/rti_wire.ph
  p
• For reading http//www.jimwrightonline.com/pdfdoc
  s/brouge/rdngManual.PDF
• For writing http//www.jimwrightonline.com/pdfdoc
  s/cbmresources/cbmdirections/cbmwrit.pdf
• For behavior http//www.jimwrightonline.com/pdfdo
  cs/tbrc/tbrcmanual.pdf
• http//www.jimwrightonline.com/pdfdocs/adhdMan
  ual.PDF
• For ELL http//www.centeroninstruction.org/resour
  ces.cfm?categoryellsubcategorygrade_startgra
  de_end
• For Cobb County suggested interventions
• Go to Picasso
• Click Instructional Resources
• Log In
• Click on I2I then Elementary School or
• Click on Strategies and search specific need

16
Resources for Probes

• http//www.edhelper.com
• http//www.interventioncentral.org/htmdocs/interve
  ntions/cbmwarehouse.php
• https//dibels.uoregon.edu