Sped 664 Group Power Point
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Sped 664 Group Power Point Presentation Transcript

  • 1. Response to Intervention (RTI) Through a Consultation & Collaboration Process Group 2 Adam Christ Amanda Crayne Connie Reiter Paula Snell
  • 2. The PowerPoint  This presentation will allow you to see how a Response to Intervention (RTI) system is developed and fostered within an elementary school system.  Group 2 (C.A.P.A. Education Consultants, Inc.) will provide consultation on the RTI process.  We will follow the stages of consultation & collaboration as we progress through the PowerPoint and use a factious student (Mark) as an example of the RTI process.
  • 3. Stages of Consultation & Collaboration  Entry Stage  Exploring organization needs  Contracting  Physically entering the system  Psychologically entering the system  Diagnosis Stage  Gathering information  Defining the problem  Setting goals  Generating possible interventions  Implementation Stage  Choosing an intervention  Formulating a plan  Implementing the plan  Evaluating the plan  Disengagement Stage  Evaluating the consultation process  Planning postconsultation matters  Reducing involvement and following up  Terminating
  • 4. Entry Stage Four phases of Entry Exploring Organizational Needs Contracting Physically Entering the System Psychologically Entering the System
  • 5. Entry Stage  C.A.P.A. Education Consultants, Inc. was contacted by James Dean, the principal of Hawkeye Elementary, in December 2008.  Mr. Dean stated students’ reading scores are low and the teachers are frustrated as their typical interventions have not improved their students’ reading abilities. He would like to implement RTI into the school but is unsure how.  Mr. Dean asked what we could do to help.
  • 6. Entry Stage  After providing Mr. Dean with a quote, the school board voted on hiring us as consultants for the school.  Upon our first visit to the school in late December, we signed the contract and was provided a tour of the school by Mr. Dean.  We scheduled meetings with the entire staff on the 2 instructional days before school starts in January to introduce ourselves and start the diagnosis stage.
  • 7. Diagnosis Stage Four phases of Diagnosis Gathering Information Defining the Problem Setting Goals Generating Possible Interventions
  • 8. Diagnosis Stage  After meeting with school staff and discussing the problems students and staff are experiencing, it was decided to implement RTI within the school.  Based on the staffs needs, RTI training was conducted on the 2 instructional days for a better understanding of the RTI process and differentiated instruction.  RTI Process:  Teams formed to evaluate student progress  Teams meet weekly to conduct progress monitoring  Students are provided support as soon as they struggle  Teachers implement differentiated instruction into the curriculum  After the staff were trained, the team moved onto discussing student problems.
  • 9. Diagnosis Stage  As a consultation team, we discussed the different ways of gathering information on how students, including Mark, were performing in the classroom and on their daily work.  It was decided to use a combination of genetic data (looking at past test scores and daily work scores) and client system behavior data (what areas specifically are students having trouble).  By looking at students’ test scores and assignments, the team is able to get a better idea of the specific areas in reading that are giving students, including Mark, trouble.  The team also decides to look at students’ attendance records as well. Missing many days of school can cause gaps in learned information.
  • 10. Diagnosis Stage  As another means of gathering information to pinpoint the specific problems that need to be targeted for struggling students, the team also chooses to interview students, the parents, and the classroom teachers of students scoring in the bottom 10 percent compared to their peers (This includes our factious student Mark).  Talking with all of those involved, each person is able to discuss what they feel is a problem and talking to the students allows the team to gain their perspective of how they feel during reading time.
  • 11. Diagnosis Stage  Now that the team has compiled all of the data from the tests, interviews, previous data, and observations, it is time to specifically state where the problem is for each student.  Our factious student Mark is not reading words fluently or accurately when timed.  It is decided to place the students into separate tiers after benchmarks are administered.
  • 12. Diagnosis Stage  Setting goals is an important part of the consultation process because it lays out solutions and objectives.  After discussing with staff, it is determined that the goals of this consultation process are to learn about RTI and implement RTI the rest of the school year.  The other goal is to have at least 50 percent of struggling students to raise their reading scores from the middle benchmark to the end of the year benchmark.  The team decided to set individual student goals once benchmarks are completed.
  • 13. Implementation Stage Four phases of Implementation Choose an Intervention Formulate a Plan Implement the Plan Evaluate the Plan
  • 14. Implementation Stage  Benchmarks are administered at the beginning, middle, and end of the year on all students to see how they are doing and progressing.  Benchmarks are administered to all students as it is the middle of the school year. Based on the results, the team divides the students into the 3 tiers. It is decided the top 2 tiers will be progress monitored and put into appropriate interventions.  Students in tier 2 interventions tend to receive the intervention in small groups whereas students in tier 3 interventions tend to receive the intervention one-on-one.  Tier 1 students are typically only provided the instruction and curriculum they currently receive. This is about 85 percent of the student population.  Students in tier 1 will be benchmarked three times per year. In addition to the 3 benchmarks, tier 2 and tier 3 students are progress monitored weekly to see how they are responding to the interventions they are receiving.
  • 15. Implementation Stage  Teachers begin to differentiate instruction to tier 2 and 3 students beginning in January.  Weekly team meetings occur discussing only students that are not meeting benchmark standards or students in tier 1 starting to fail, and students not responded to current interventions in tier 2 and 3.  Mark is not responding to the differentiated instruction happening in the classroom and his scores are falling. Mark’s goal is to read 90 words correctly in a minute by the end of the school year.  The team discusses possible interventions of repeated reading, Six-Minute solution, reading recovery, and reading mastery.  During the process of choosing an intervention; the consultation team reminded the progress monitoring team to choose an intervention that will have a high probability of success, is easy to implement, and requires the least amount of time.
  • 16. Implementation Stage  When formulating a plan, the consultation team helped the team determine if it is linked to the established goals, brainstorms generates a variety of plans, and the steps in the plans should be sub-goals.  The team determined to try repeated reading as an intervention for Mark. Progress monitoring will help determine if this intervention will be successful.  The team, along with the consultation team, continues to progress monitor and after a few weeks, it is determined that Mark is not making the expected progress. The consultation team guided the team through an evaluation to determine if the intervention was implemented as originally planned, what problems were encountered in the implementation, and how these problems affected the outcomes.  After discussion of possible interventions, the team determined to try reading recovery with Mark.
  • 17. Implementation Stage  The consultation team reminds the progress monitoring team to choose an intervention what will have a high probability of success, is easy to implement, and requires the least amount of time.  After several more weeks, the team saw Mark falling more than before with the reading recovery intervention.  The team chose an intervention from their list of possible of interventions and with the assistance of the consultation team ,chose to try Reading Mastery. Again in this process the consultants guided the team through the evaluation of the intervention, choosing an intervention, formulating a plan and implementing the plan.  The team continues to progress monitor and meet weekly to determine if the interventions are working and students are making appropriate progress. Mark is improving and meeting benchmark standards. The team determines Reading Mastery is an appropriate intervention for Mark and continues with this intervention for the remaining school year.
  • 18. Mark’s Weekly Progress Monitoring Scores
  • 19. Explanation of the Graph  The red dots and lines indicate how many correct words Mark reads in a minute.  The green dots and lines indicate how many errors Mark makes within the minute reading assessment.  The black line sloping upward indicates the growth that we want Mark to make throughout the school year.  The vertical lines with the interventions listed indicates when the interventions were implemented with Mark.
  • 20. Disengagement Stage Four phases of Disengagement Evaluating the Consultation Process Planning Postconsultation/Postcollaboration Matters Reducing Involvement and Following Up Terminating
  • 21. Disengagement Stage  As the consultation process winded down, our consultation team reviewed our work together and shared our experiences and perceptions about the process.  The consultants got together with the school staff (consultees) and discussed each stage of the consultation process.  We utilized selected questions about how the plan was carried out in the implementation stage, the overall effects of consultation and the consultant’s behaviors, and the efficacy of certain stages and phases along the way.
  • 22. Disengagement Stage  We concluded that although we had to try several different interventions with different students, the overall process went quite smoothly.  The staff were trained in RTI and through the process of using RTI, they were able to help all students, including Mark, complete the rest of the school year sucessfully.
  • 23. Disengagement Stage  The staff felt comfortable with using RTI at the end of the school year, so it was decided to plan post-consultation matters and reduce consultant involvement.  The consultation team decided to meet 3 times over a three month period (once a month) to discuss progress and follow up on their performance.
  • 24. Disengagement Stage  By planning several meetings before ending the consultation process, the staff felt comfortable in the interventions that they would provide as part of RTI, and we have avoided an abrupt termination.  During a follow up phone call during the beginning of the next school year, the principal and staff expressed that the students have been thriving and the teachers were implementing RTI successfully, and they have been very satisfied with the previous consultation process.
  • 25. Finale  C.A.P.A. Education Consultants, Inc. hope this PowerPoint was informational and gave you an idea of what RTI looks like within a school system.  Thank you for viewing this PowerPoint and good luck with consultation and collaboration in your futures!