Vision: Every child in every district receives the instruction that they need and
deserve…every day.
20% Meetings
Group Intervention Review
Tier 2 & 3 Training
2015 – 2016
RTI Essential
Components
SLD Decision Making
Standards
of
Practice
Leadership
Data-Based
Progress
Monitoring
Decision
Making
Interventions
with
Training
Coaching
Fidelity
Decision
Rules
Screening
Core
Teaming/DataBased Decision
Making
Culture
Professional
Learning &
Support
Purpose for the Session
• Develop Standards of Practice for 20%
Meetings (Reviewing Intervention
Effectiveness)
– Decision rules for when to change an intervention
– Decision rules for what constitutes a “change in
intervention”
– Determine meeting logistics: who attends, how
often they occur, when they occur
• Develop professional development &
fidelity processes for Intervention Review
What are 20% Meetings
(e.g., Group Intervention Review Meetings)?
• Grade level teachers and specialists meet on a
regular schedule (e.g., every 4-8 weeks) to use
data (e.g., progress monitoring, diagnostic,
classroom) and standardized decision rules to
determine if interventions are working or need to
be modified.
Talk Time:
• Do you currently have a way of answering the
question for interventions: “Is what we are doing
working?”
• If so, what does that look like?
Problem Solving Across Levels of
Support
Tier 3:
Individual Problem Solving
Meetings
FEW STUDENTS
Tier 2/3:
20% Review Meetings
SOME STUDENTS
How is it
What is the
problem?
Why is the problem
Tier 1:
working?
occurring?
100% Meetings
ALL STUDENTSWhat are we going to do about the
5
problem?
Writing
Specials
• 30-60 minutes of
isolated intervention
time is not enough.
• Our most at-risk
learners need the
most coordinated
instruction and
support in
generalizing skills
across their day.
ELD
Core Reading
4
hours
15 min
Open
Lunch & Recess
SocialIntervention
Studies/Science
45 min
Math
1 hour
Writing
Specials
• Interventions are one
part of the system
that helps a student
be successful.
• The adults must
coordinate and be
explicit with the
students how the
parts of instructional
day are connected.
ELD
Core Reading
4
hours
15 min
Open
Lunch & Recess
SocialIntervention
Studies/Science
45 min
Math
1 hour
Why do we meet every 6 to 8 weeks?
• Research-based interventions do not
always work immediately.
• In 6-8 weeks, we do not necessarily
expect that the intervention has worked,
but we expect that the intervention is
“working”.
Teaming is hard!!
• Having strong and effective teams is the
MOST DIFFICULT thing to pull together!
– Who meets?
– How often?
– How do we organize meetings?
– When do we meet?
– Who completes the paperwork?
– How do we communicate decisions?
– How do we assess our systems?
Who sits at the table?
Literacy
“Guru”/
Title I
Grade
Level
Teacher
Grade
Level
Teacher
Grade
Level
Teacher
SPED
Teacher
Principal
May also
include:
ELL
Teacher
School
Psych/Coun
selor
Parapro’s
How often and When do we meet?
• How often:
– Every 6-8 weeks, depending on…
• Your decision rules
• Your weekly schedule
• When:
– After school?
– Before school?
– During school?
Sample Meeting Schedule:
6 Week Cycle
Sunday
Week 1
Monday
Tuesday
Wednesd
ay
Thursday
Friday
1st Grade
Data due
Kinder
Professional
Developmen
t
2nd Grade
Data due
Week 2
1st
Week 3
2nd Grade
Staff
Meeting
3rd Grade
Data due
Week 4
3rd Grade
PBIS
Meeting
4th Grade
Data due
Week 5
4th
Week 6
5th Grade
Grade
Grade
5th Grade
Data due
Kinder Data
due
Saturday
Sample Meeting Schedule: PLCs
Week 1
Grade
K
1
2
3
4
5
Attendance
and behavior
Special Ed
ELL
Literacy
RTI team
X
X
X
X
X
Sample Meeting Schedule: PLCs
Week 2
Grade
K
1
2
3
4
5
Attendance
and behavior
Special Ed
ELL
Literacy
RTI team
X
X
X
X
X
Have an Agenda
Have a solid agenda will:
• guide your team’s decision making
• keep you focused on decision rules
• keep you solution focused
• help to avoid storytelling
Sample Agenda: Guiding Question
Sample Agenda: Google Doc
Who completes the paperwork/recordkeeping?
Notifying Parents
Tracking Attendance
Intervention Placement
Use Universal Screener to identify the lowest
1.students
Problem
Identification
Implemen 4. Plan
t for 6-8 Implementatio
weeks n & Evaluation
Identify the
target skills
2. Problem
and the
Analysis
instructional
focus
3. Plan
Developmen
t
Place the student
into the
correct intervention and
lesson
Group Intervention Review
1. Problem
Identification
4. Plan
Implementatio
n & Evaluation
3. Plan
Developmen
t
2. Problem
Analysis
Group Intervention Review process
1. Problem Identification
What’s the problem
Use Decision Rules
Data-Based Decision Rules…
…help us decide if what WE are doing is
working
– Using your progress monitoring data
…create consistency across grade levels and
schools
…determine how to intensify interventions
…standardize the process for eligibility decision
making
RTI = TIR
• TIR = Thinking Is Required
• Decision rules should trigger us to stop
and think.
• Decision rules won’t make the decision for
you, but they will tell you when you need
to make a decision.
Key features of decision rules
• Set the grade levels for the decision rules
(K, 1-6)
• Number of data points at an acceptable
level of growth
– Above/Below and aimline
– Trendline as compared to aimline
• Balance the duration of intervention, the
frequency of monitoring, & the length of time
in between meetings
• Define success
Example from TTSD
Change interventions when:
• Progress monitoring indicates 4 consecutive data points below the
aimline.
• If data are highly variable (points are above and below the aimline),
maintain the current intervention until 6 data points have been
collected, analyze aimline and trendline. Change intervention if the
slope is flat or decreasing and the scores are below benchmark.
• Each time the intervention is changed the aimline should be redrawn
using the median of the three data points prior to the intervention
change as the starting point for the new aimline.
• For ELL Students, check the progress of the cohort group after each
8-week period to determine whether an individual student’s progress
is significantly different from the group.
Example from North Clackamas
Modify interventions when:
• Progress monitoring indicates three or
more data points below the aimline after
20+ instructional sessions
• If data is highly variable, maintain the
current intervention for another month to
establish a trendline
– Progress is monitored weekly or biweekly.
Stop and think
When students have “X” number of
consecutive points below the aimline we
must stop and think
1234
DIBELS Next (Pathways of Progress)
Based on a comparison to other
students with similar beginning
skills (i.e., other 3rd graders
reading around 27 cwpm in the
Fall)
Well Above
Typical
Above
TypicalTypical
Below Typical
Well Below
Typical
When data is variable
• Examine the trendline
50th %ile
Should I Stay or Should I Go?
• The goal of RTI is to
give interventions until
they can make it on
their own without
additional support
• “Lifers” not making
progress in
interventions is
problematic
• Shift in thinking from
Title 1 model
Example from TTSD
Consider Exiting students from
interventions when:
• The student has met the DIBELS Next grade
level goal at the next benchmark three times
consecutively.
• Core reading assessments and intervention
assessments indicate grade-level proficiency.
• Student has met the benchmark goal on
OAKS (for students in grades 3 to 5).
Group Intervention Review process
1. Problem Identification
What’s the problem
Use Decision Rules
Group or Individual problem?
Group or Individual Problem?
60
50
40
Isaiah
Aimline
Mary
30
Amy
20
10
Chase
Dec .
S cores
35
J an.
S cores
F eb.
S cores
Marc h
S cores
A pril
S cores
May
S cores
J une
S cores
Group or Individual Problem?
60
50
40
Aimline
30
20
Amy
Isaiah
10
Chase
Mary
Dec .
S cores
36
J an.
S cores
F eb.
S cores
Marc h
S cores
A pril
S cores
May
S cores
J une
S cores
Starting with intervention groups helps
to…
• Increases your efficiency
– Can discuss more kids in less time
• Identify a group vs. individual problem
– Requires different solutions
• Keep the focus on what we are doing
When considering a change, look at
multiple data sources
•
•
•
•
•
•
•
Intervention data, e.g. weekly checkouts
OAKS
Weekly core reading assessments
Unit/Theme core reading assessments
Systematic anecdotal notes
Diagnostic assessment
Other CBM
Group or Individual Problem?
2nd Grade easyCBM PRF
Focus Skill: Fluency
Fran
k
Sam
50th %ile
50th %ile
Decision Rule:
3 Points below the Line
George
50th
%ile
Maria
50th %ile
Group or Individual Problem?
2nd DIBELS ORF Accuracy %
Focus Skill: Phonics
97%
88%
Jos
e
81%
Decision Rule:
3 Points below the Line
97%
Harriet
83%
Molly
97%
Group Intervention Review process
1. Problem Identification
What’s the problem
Use Decision Rules
Group or Individual problem?
GROUP
2. Problem Analysis
Why is the problem
occurring?
3. Plan Development
What are we going to do
about the problem?
4. Plan Implementation &
Evaluation
How it it working?
Check ICEL
for group
Start with
FIDELITY
INDIVIDUAL
Why might the problem be occurring?
Instruction:
How you teach
Environment:
Where you teach
44
Curriculum:
What you teach
Learner:
Who you teach
Why might the problem be occurring?
The Group
Instruction:
Curriculum:
Not explicit enough?
Not enough student
opportunities to respond?
Not enough instructional time?
Not enough corrective
feedback?
Environment:
FIDELITY
Learner:
Distracting setting?
Group size too large?
Behavior management
needs?
45
Wrong lesson
placement?
Wrong focus skill?
Other things to consider?
Group Intervention Review process
1. Problem Identification
What’s the problem
Use Decision Rules
Group or Individual problem?
GROUP
2. Problem Analysis
Why is the problem
occurring?
3. Plan Development
What are we going to do
about the problem?
4. Plan Implementation &
Evaluation
How it it working?
Check ICEL
for GROUP
Start with
FIDELITY
INDIVIDUAL
Check ICEL
for Individual
Why might the problem be occurring?
The Individual
Instruction:
Curriculum:
Not explicit enough?
Not individual student
opportunities to respond?
Not enough instructional time?
Not enough corrective
feedback?
Environment:
FIDELITY
Learner:
Distracting setting?
Group size too large?
Individual behavior
plan needed?
47
Wrong lesson
placement?
Wrong focus skill?
More explicit curriculum?
Other things to consider?
Additional Diagnostic Assessment
• Look to your Assessment Protocol
• Assessments to consider
– Intervention Placement Test
– Phonics Screener
– CORE Assessments
– DRA
– QRI
– Informal observations of the intervention
Group Intervention Review process
1. Problem Identification
What’s the problem
Use Decision Rules
Group or Individual problem?
GROUP
2. Problem Analysis
Why is the problem
occurring?
3. Plan Development
What are we going to do
about the problem?
4. Plan Implementation &
Evaluation
How it it working?
Check ICEL
for GROUP
Start with
FIDELITY
Decision
Rules
Make a change for
the GROUP
INDIVIDUAL
Check ICEL
for INDIVIDUAL
Make a change for
the INDIVIDUAL
What can we change?
Instruction:
Curriculum:
Not explicit enough?
Not enough student
opportunities to respond?
Not enough instructional time?
Not enough corrective
feedback?
Environment:
FIDELITY
Learner:
Distracting setting?
Group size too large?
Behavior management
needs?
50
Wrong lesson
placement?
Wrong focus skill?
Other things to consider?
Example from TTSD: What do we change?
INSTRUCTION
ENVIRONMENT
CURRICULUM
INSTRUCTION
Example from Roseburg: What do we
change?
A change of intervention does
not necessarily mean a
change of intervention
curriculum.
It means a change in
intensity matched to need.
29
24
Match the
intensity of
the change to
the intensity
of the need
31
17
Changing the curriculum
If you have placed a student in a researchbased intervention that is appropriately
matched to their instructional need, delivered
with fidelity
AND
They are not making adequate progress…
…, then changing to a different intervention
curriculum has a very low likelihood of
increasing student success.
Group Intervention Review process
1. Problem Identification
What’s the problem
Use Decision Rules
Group or Individual problem?
GROUP
2. Problem Analysis
Why is the problem
occurring?
3. Plan Development
What are we going to do
about the problem?
4. Plan Implementation &
Evaluation
How it it working?
INDIVIDUAL
Check ICEL
for GROUP
Start with
FIDELITY
Check ICEL
for INDIVIDUAL
Make a change for
the GROUP
Make a change for
the INDIVIDUAL
Implement for 6-8 weeks
Talk Time:
Professional Learning
• How will you train your staff on
– Your decision rules
– Your intervention review meeting process?
• What resources do you need?
– Time?
– Materials?
– Training personnel?
57
Fidelity
• Who will monitor?
• How will you ensure decision rules are
being followed?
• How will you ensure the process is
working?
58