Implementing Alabama's RtI Framework:

Problem Solving Teams Overview

STUDENT
RtI SUCCESS PST

Christine R. Spear, Education Administrator

Alabama Department of Education

Dr. Denise P. Gibbs, Director

Alabama Scottish Rite Foundation Learning Centers
The portion of this presentation provided by Dr.
Gibbs is being provided today at no cost by the
Alabama Scottish Rite Foundation. The
philanthropy of the Alabama Scottish Rite
Foundation began in the 1950’s in Alabama and
continues today. The mission of the Alabama
Scottish Rite Foundation is to provide help to
Alabama Schools as they work with students who
struggle in reading -particularly those students
with dyslexia.
 3 Part Series at MEGA on AL RtI
Framework
 Part 1 = Wed 8:15-11:30 Problem
Solving Teams Overview (this session!)
 Part 2 = Wed 1-4:15 Problem Solving
Teams and Intervention Plans
 Part 3 = Thurs 8:15-11:30 Interventions,
Interventions, Interventions!
 Alabama’ RtI Framework
 Some documents for download at
alsde.edu (special links)
Response to Instruction: Alabama
Core Support For All Students
A Problem Solving Team Process
A Problem Solving Team Process
Sample Forms
 RTI and Legal Mandates
•NCLB (No Child Left Behind) and IDEA (Individuals with
Disabilities Education Act) establish RTI parameters
which center around
• scientific, research-based instruction and intervention
AND student outcomes!
•New IDEA eligibility requirements dictate that schools be
able to document use of research-based instruction and
interventions along with progress monitoring prior to SLD
determination!
•Also included in state administrative code
 What is RTI?
the practice of providing high-quality
research-based instruction/intervention matched
to student needs
and
using learning rate over time
and level of performance
to
inform educational decisions
 What is RTI?
 …high quality = 80%, 15%, 5% rule
 …research-based = backed by evidence of
effectiveness
 …matched to student needs = LEARN what needs
are and proceed!
 …learning rate over time = monitor progress to
determine weekly rate of improvement needed and
achieved
 …to inform educational decisions = let student
performance dictate whether you continue, alter, or
change what you are doing.
Scientific, research-
validated instruction
and interventions
 Research-based literacy instruction
(National Reading Panel, 2000)

1. Phonemic awareness
2. Phonics
3. Vocabulary
4. Fluency
5. Comprehension
 Research-based math instruction
(National Mathematics Advisory Panel, 2008)

In mastering whole numbers, fractions and

geometry and measurement; students need to
gain:
1. Conceptual understanding
2. Computational fluency
3. Problem solving
 Consistent Recommendations from
Grade 4-12 Research

1. Focus upon explicit learning strategy

instruction and provide time for students
to practice using these strategies in small
group experiences in daily classes.
2. Include this strategy instruction in ALL
content area classes
 Consistent Recommendations from
Grade 4-12 Research

3. Addressthe need to ensure student

engagement and motivation by providing
students appropriate materials and
meaningful classroom activities which
allow them to be active participants in the
learning process.
 Consistent Recommendations from
Grade 4-12 Research

4. Make intensive intervention classes

available for students who need them
5. Provide and require participation in
professional development to equip educators
to accomplish the mission
Tiers of Effective
Instruction and
Interventions
 Elementary Tier Model K-3
Plus
Special Education ?%

Tier 3 Intensive 5%
Intervention

Intervention
Tier 2 15%
provided daily
in the classroom

Tier 1 Comprehensive Core

Instruction in Reading and 80%
in Math
 Academically, what should Tier 1
include for K-3 students?
 Best practice appears to be 90 minutes in
reading and 60 minutes in math of
uninterrupted core instruction
 NRP and NMAP suggest a combination of
whole and small group differentiated
instruction
 The five big ideas from the NRP and
critical benchmarks from NMAP!
 Tier 2 for K-3 elementary students….
 Additional small group instruction
 Best when provided by classroom teacher
 Frequent progress monitoring
 At least 10-12 weeks in duration but…
 Time really depends upon what the data reveal
 May need additional rounds of Tier 2 if “adequate
progress” is being made
 May need to move to Tier 3 if “inadequate progress”
is being made
 Tier 3 for K-3 elementary students….
 Intensive intervention
 Does not replace or supplant (Tier 1) but
may replace Tier 2
 Designed to meet identified student needs in
math, reading, and behavior
Tier 3 for K-3 elementary students….
 Student will miss something
Decide what will be missed
Schedule for success!
 Who might provide this intervention?
Title I; reading, math, or behavior
interventionists; SPED; Para; Classroom
teacher, etc
 Grade 4 -12 Tier Model
Plus
Special Education ?%

Tier 3 Intensive 5%
Intervention
classes

Differentiated
Tier 2 strategy instruction 15%
in content classes small
group-intentional groupings
Tier 1 80%
Core instruction=Strategy
instruction in content classes
whole and small group
 About Grades 4-12 Tier 1
•Students learn how to learn
•Strategic teaching in ALL classes
•Some time for students to work with peers daily in ALL
classes
•Encourages student engagement
•Students become active participants in the learning
process
•Students “make their own meaning”
 About Grades 4-12 Tier 2
•Differentiated strategic teaching
•Teacher explicitly models strategies with students and
scaffolds as needed
•Opportunities for peer-tutors and heterogeneous grouping
- crimson day (weaker with stronger and teacher rotates
among groups)
•Opportunities for homogeneous grouping – blue day
(weak come together and teacher works with that group)
 About Grades 4-12 Tier 3
•Intensive intervention classes for students who need
them
•Reading – Word-level interventions and
comprehension interventions
•Math – Computation and problem solving
interventions
•All grade 4-12 students receiving tier 3 intervention
should continue to receive tier 2 intervention!
•Scheduling options
•Grade specific intervention times
•Acceleration block
 Acceleration Block – A scheduling option?
•A possible way to “Raise the bar and close the gap”?
(DuFour, et al., 2010)
•“Borrow minutes” from periods throughout the day to
create an extra period
•Schedule this early in the day
•All faculty and all students participate
•Intervention for tier 3 students
•Entire year or until no longer needed
•Enrichment for on level and above level students
•Different classes each grading period?
 RTI:B K-12 Tiers
Plus
Special Education ?%

Tier 3 Intensive 5%
Intervention
classes

Tier 2 Supplemental 15%

behavior supports
implemented in classrooms
Tier 1 80%
Universal positive behavior
supports practiced school-wide
or district-wide
 RTI:B Tier 1
Universal Support
 Environment, environment, environment!
 Small set of school or system-wide rules:
 Be resourceful, be responsible, be respectful
 As a system-wide Universal Support effort
in schools, positive behavior support
(PBS) consists of rules, routines, and
physical arrangements that are developed
and taught by school staff to prevent initial
occurrences of problem behavior.
 “Be responsible” Example: Get to classes on
time.
 RTI:B - Assessment
 Office Discipline Referrals (ODR) may be
a type of screening and progress
monitoring tool.
 Couldset criteria for movement to Tier 2 as X
number of ODRs over a given period of time.
 Teacher nomination forms may also serve
as assessment tools to screen for students
who need Tier 2 behavior intervention.
 RTI:B Tier 2
Supplemental Support
 Behavior plan, check-in/check-out, etc
 (1) teaching the student to use new skills as a
replacement for problem behaviors,
 (2) rearranging the environment so that
problems can be prevented and desirable
behaviors can be encouraged, and
 (3) monitoring, evaluating, and reassessing
this simple plan over time.
 Progress monitor – behavior report card
 RTI:B Tier 3
Intensive Intervention Support
 May include behavior intervention class
utilizing various curricula such as:
Skillstreaming Series
The PREPARE Curriculum: Teaching
Prosocial Competencies
Behavior Education Program
I Can Problem Solve
Bullying Prevention Program
RTI:B Websites
 http://www.pbis.org/
 http://flpbs.fmhi.usf.edu/
Interventions matched to
student needs
 Effective Tier 3 interventions
 There is NOT a one-size fits all Tier 3 intervention
despite publishers’ claims!!!
 In literacy, minimally, we need
 Word-level interventions
 Comprehension interventions
 In math, minimally, we need
 Math fact interventions
 Math concepts interventions
 Behavior, minimally, we need
 Classes targeting broad range of behavior issues
So how do we bring these
tiers into reality and make
this all work?
Everybody works together!
Problem solving process
 Problem Solving Process
 To bring the problem solving process “to life”,
schools may need to:
 Replace their current BBSST process with a
Problem Solving Team (PST) process
 There will be marked differences in the “new” PST
process and the “old” BBSST process
 These differences are necessary to meet current,

Federal and State requirements.

 Two important distinctions
between BBSST and PST
processes

1.Interventions NOT Accommodations

2.Do NOT start the process over each year –
continuous assistance
 Interventions NOT Accommodations
 The accommodations which have been
recommended by the BBSST in the past will
NOT meet the scientific, research-based
intervention requirements included in current
Federal and State laws and regulations.
 The PST must recommend interventions and
must not recommend accommodations!
 Interventions vs Accommodations
 Effective interventions should actually result in
improved skills for students.
 Interventions typically are characterized by more
explicit and systematic instruction, smaller
instructional group size, increased instructional time,
and additional discrete skill practice.
 As a result of intervention, the student should achieve
increased academic proficiency
 Expectations for the student are NOT REDUCED!
 Interventions vs Accommodations
 Accommodations may result in improved grades
without actually improving skills.
 Accommodations typically include alterations in:
 Environment
 Sit closer to the teacher, etc
 What we ask the student to do to demonstrate their
learning
 Do less work (fewer math problems, etc)
 Have more time to complete work

 Expectations for the student are REDUCED!

 Continuous Intervention Services
 When students begin the intervention process
(Tier II or Tier III), they will continue in that
process until they have attained grade-level
standards and skills or until they are referred to
the next tier or level.
 The work of the Problem Solving Team with a
student may continue from one grade to the
next based upon data analysis and intervention
outcomes.
Problem Solving Team
Details
 Problem Solving Team Purpose
The PST will ensure that:
 (1) students receive interventions matched to
their identified needs
 (2) appropriate progress monitoring tools are
utilized to provide evidence of students’
response to intervention
 (3) progress monitoring data are used to make
timely instructional decisions which maximize
student outcomes.
 Number of Problem Solving Teams
needed per school?
 To be locally determined
 Important considerations
 The number of PSTs needed per school will be
determined by the number of students receiving
interventions.
 No PST should be expected to manage more
students than can be responsibly and effectively
reviewed and monitored.
 Problem Solving Team Structure?
 To be locally determined
 Some suggestions
 Grade-levelPSTs
 Across grade level PSTs (K-2, 3-5, etc)
 Teacher team PSTs
 Departmental PSTs
 Other
 Good to involve as many school personnel as
possible on teams.
 Frequency and duration of Problem Solving
Team meetings?
 To be locally determined
 Important considerations
 Each student’s data should be reviewed at least
monthly
 Progress reports to parents should be sent regularly
 Generally, duration should not exceed one hour.
 It may work well to meet weekly and to review ¼
of the students each week.
Possible Problem Solving Team Members?
 Classroom teachers.
 Intervention teachers (Title teachers, SPED,
Paraprofessionals, etc).
 Instructional Coaches (Reading, Literacy,
Math, Graduation, etc).
 Special Education teachers.
 School Counselor
 Administrator (principal or assistant principal).
 Problem Solving Team Member Roles?
 Chairperson
 Which students will be discussed and in what order
 Notify members
 Secretary
 Note decisions made and generate parent letters
 Timekeeper
 Keep discussions on track and timely
 Data person
 Present and explain graphs
Problem Solving Team’s
Work and
Responsibilities
 Ten important things PSTs need to ensure
1. Utilization of screening 6. Progress monitoring tool
data selection
2. Provision of research- 7. Progress monitoring
based tiers of instruction
and intervention schedule
3. Consistent decision 8. Progress monitoring data
making review
4. Specific intervention 9. Progress reports to
selection parents
5. Intervention plan and 10. Transitions out of
goal setting interventions
 Screening Data
1. The PST ensures that academic and
behavior screening data are gathered
and utilized, as well as other important
information to determine student
needs for interventions and to verify
the effectiveness of the school's Tier I
instruction.
 Screening to determine IF
intervention is needed
 For elementary students, ALL students should
be screened at the beginning of school (also
referred to as benchmark testing).
 For secondary students, schools could:
Screen all students (as in elementary schools)
screen all entering students
complete a records review and then “screen”
students below a designated level
 Screening Tools
 A few of the peer-reviewed screening tools
 AIMSWEB (reading, math, spelling, written
expression – behavior coming soon! pre K-12 * )
DIBELS (reading K-6)
 STEEP (reading and math K-12 *)
 STAR (early literacy, math, reading)
 Independent, peer-review of screening and
progress monitoring tools
 www.rti4success.org
 A look at some screening probes
 R-CBM
 Mazes
 Math Computation
 Math Concepts and Applications
 Some intervention direction from screening
 If reduced early literacy performance…
 then may need phonological processing
interventions.
 If reduced rate and accuracy…
 then may need word level interventions
 If reduced maze (comprehension)
performance…
 then may need word-level intervention, vocabulary
intervention, and/or comprehension strategy
intervention.
 If reduced math computation fluency
 then may need computation interventions
 Instruction and Intervention Consistency

2. The PST ensures that tiers of scientific,

research-based instruction and
intervention are provided with fidelity.
 Outcomes - 80%, 15%, 5%
 Principal’s walkthroughs grades K-3
 Principal’s walkthrough grades 4-12
 Decision Rules
3.The PST ensures that decisions to
move students through the tiers are
made with consistency based on the
school system's established criteria.
Examples – Intervention will be
considered if students achieve
screening scores:
 Below “arbitrary” percentile scores (25th,
10th, etc)
 Which do not predict success on “high
stakes tests”
 Decision Rules
Examples – changing the intensity of
intervention will be considered when:
 The rate of improvement (ROI) is
considerably less than the goal ROI (more
intense intervention may be needed).
 The student achieves grade-level proficiency
(less intensive intervention or no intervention
may be needed)
 Selecting appropriate interventions
4. The PST ensures that screening data
and additional assessment data as
needed are used in selecting specific
interventions to meet individual
student intervention needs.
 One size does NOT fit all!
 Intervention Plan for each student needing
intervention
 Additional assessment?
 If screening and other information do not
provide enough direction to determine
intervention needs,
then additional assessments need to be
utilized.
 INAPS INAPE
Appropriate progress monitoring tools
6. The PST will ensure that
appropriate progress monitoring
tools are selected to measure the
student's response to the
intervention.
 Progress Monitoring Tool Selection
 Selection of inappropriate progress
monitoring tool will sink your RTI ship!
 MUST select progress monitoring tool
that reflects intervention focus
But Not mastery testing
 Progress Monitoring Tool Selection
 If intervention focus is comprehension…
then progress monitor with mazes.
 If intervention focus is word-level
decoding skills….then progress monitor
with phonics word probes.
 If intervention focus is math
computation…then progress monitor
with computation probes.
 Progress monitoring schedule
7. The PST ensures that student progress
monitoring is conducted on a schedule
specified by the school or school system
(generally, progress should be monitored
weekly).
 Review of data
8. The PST reviews each student's
accumulated progress monitoring
data on a specified schedule
(generally, each student should be
reviewed monthly).
 Sample progress graphs
 Student Intervention Documentation
 Progress reports to parents
9. The PST ensures that parents of
students receiving intervention are
provided with regular data-based
intervention progress reports.
 Sample parent report
 Success!
10. The PST ensures that, as students
transition out of interventions as a
result of academic or behavior gains,
their progress continues to be
monitored for a reasonable period
(generally 12 weeks) to ensure a
smooth transition into tiers of reduced
instructional or behavioral support.
Administration and
Supervision
 PROBLEM SOLVING TEAM'S
ADMINISTRATION AND SUPERVISION
 The principal has the responsibility to ensure and
document that all PST procedures are implemented
with fidelity.
 The principal has the responsibility to ensure that all
tiers of instruction and intervention are provided with
fidelity.
 Maintaining all records of walkthroughs
and observations is one of the methods
which should be utilized by the principal in
documenting the fidelity of instruction and
intervention implementation.
 SYSTEM-LEVEL COORDINATION

 LEA Problem Solving Team Facilitator

 Ensure the fidelity of the PST process.
 Ensure consistent documentation of the work of
all PSTs across the LEA.
THANK YOU!

gibbsdenise@aol.com
cspear@alsde.edu