Title: Making the Promise of RTI a Reality: Opportunities for Educational Leadership Jim Wright www.interventioncentral.org
1Making the Promise of RTI a Reality
Opportunities for Educational LeadershipJim
Wrightwww.interventioncentral.org
2Download PowerPoints and Handouts from this
workshop athttp//www.interventioncentral.org/
esc10.php
3Response to Intervention An Introduction
Today we will work toward the goals of
4The quality of a school as a learning community
can be measured by how effectively it addresses
the needs of struggling students.--Wright
(2005)
The Focus of RTI The Struggling Learner
Source Wright, J. (2005, Summer). Five
interventions that work. NAESP Leadership
Compass, 2(4) pp.1,6.
5-You're a pretty smart fella.-Not that
smart.-How'd you figure it out?-I imagined
someone smarter than me. Then I tried to
think,"What would he do?From HEIST
(2001)Written by David Mamet
RTI Logic The Power of Working Smarter
6What is Response to Intervention (RTI)?
- 'Response to Intervention' is an emerging
approach to the diagnosis of Learning
Disabilities that holds considerable promise. In
the RTI model - A student with academic delays is given one or
more research-validated interventions. - The student's academic progress is monitored
frequently to see if those interventions are
sufficient to help the student to catch up with
his or her peers. - If the student fails to show significantly
improved academic skills despite several
well-designed and implemented interventions, this
failure to 'respond to intervention' can be
viewed as evidence of an underlying Learning
Disability.
7What are advantages of RTI?
- One advantage of RTI in the diagnosis of
educational disabilities is that it allows
schools to intervene early to meet the needs of
struggling learners. - Another advantage is that RTI maps those specific
instructional strategies found to benefit a
particular student. This information can be very
helpful to both teachers and parents.
8What previous approach to diagnosing Learning
Disabilities does RTI replace?
- Prior to RTI, many states used a Test-Score
Discrepancy Model to identify Learning
Disabilities. - A student with significant academic delays would
be administered an battery of tests, including
an intelligence test and academic achievement
test(s). - If the student was found to have a substantial
gap between a higher IQ score and lower
achievement scores, a formula was used to
determine if that gap was statistically
significant and severe. - If the student had a severe discrepancy gap
between IQ and achievement, he or she would be
diagnosed with a Learning Disability.
9Learning Disabilities Test Discrepancy Model
- Traditionally, disability is viewed as a
deficit that resides within the individual, the
severity of which might be influenced, but not
created, by contextual variables. (Vaughn
Fuchs, 2003)
10Limitations to the test-score discrepancy
model (Gresham, 2001)
- Requires chronic school failure BEFORE
remedial/special education supports can be
given. - Fails to consider that outside factors such as
poor or inconsistent instruction may contribute
to a child's learning delay. - A severe discrepancy between test scores
provides no useful information about WHY the
student is doing poorly academically. - Different states (and even school districts
within the same state) often used different
formulas to diagnose LD, resulting in a lack of
uniformity in identifying children for special
education support.
11Why is RTI now being adopted by schools?
- Congress passed the revised Individuals With
Disabilities Education Improvement Act (IDEIA) in
2004. - This Federal legislation provides the guidelines
that schools must follow when identifying
children for special education services. - Based on the changes in IDEIA 2004, the US
Department of Education (USDE) updated its
regulations to state education departments. The
new USDE regulations - Explicitly ALLOW states to use RTI to identify LD
- FORBID states from forcing schools to use a
discrepancy model to identify LD
12IDEIA 2004-05 Federal (US Dept of Education)
Regulations What do they say about LD diagnosis?
In 2004, Congress reauthorized the Individuals
With Disabilities Education Improvement Act
(IDEIA 2004), including landmark language in that
law to encourage schools to break free of their
reliance on the discredited IQ-Achievement
Discrepancy method for identifying Learning
Disabilities. The U.S. Department of Education
then developed regulations based on IDEIA 2004 to
guide state practices. These regulations (34
C.F.R. 300 301, 2006) direct that states cannot
require the use of a severe discrepancy between
intellectual ability and achievement for
determining whether a child has a specific
learning disability Discrepancy
ModelFurthermore, states must permit the use
of a process based on the childs response to
scientific, research-based intervention (34
C.F.R. 300 301, 2006 p. 46786). RTI Model
13IDEIA 2004-05 Federal (US Dept of Education)
Regulations What do they say about LD diagnosis?
(Cont.)
- The federal regulations also require that
schools ensure that underachievement in a child
suspected of having a specific learning
disability is not due to lack of appropriate
instruction (34 C.F.R. 300 301, 2006 p.
46787) by - demonstrating that the child was provided
appropriate instruction in regular education
settings, delivered by qualified personnel and - collecting data-based documentation of repeated
assessments of achievement at reasonable
intervals, reflecting formal assessment of
student progress during instruction.
14What does RTI look like when applied to an
individual student?
- A widely accepted method for determining whether
a student has a Learning Disability under RTI is
the dual discrepancy model (Fuchs, 2003). - Discrepancy 1 The student is found to be
performing academically at a level significantly
below that of his or her typical peers
(discrepancy in initial skills or performance). - Discrepancy 2 Despite the implementation of one
or more well-designed, well-implemented
interventions tailored specifically for the
student, he or she fails to close the gap with
classmates (discrepancy in rate of learning
relative to peers).
15Target Student
Dual-Discrepancy RTI Model of Learning
Disability (Fuchs 2003)
16The steps of RTI for an individual case
- Under RTI, if a student is found to be
performing well below peers, the school will - Estimate the academic skill gap between the
student and typically-performing peers - Determine the likely reason(s) for the students
depressed academic performance - Select a scientifically-based intervention likely
to improve the student's academic functioning - Monitor academic progress frequently to evaluate
the impact of the intervention - If the student fails to respond to several
well-implemented interventions, consider a
referral to Special Education
17How can a school restructure to support RTI?
- The school can organize its intervention efforts
into 3 levels, or Tiers, that represent a
continuum of increasing intensity of support.
(Kovaleski, 2003 Vaughn, 2003). Tier I is the
lowest level of intervention and Tier III is the
most intensive intervention level.
Universal intervention Available to all
students Example Additional classroom literacy
instruction
Tier I
Individualized Intervention Students who need
additional support than peers are given
individual intervention plans. Example
Supplemental peer tutoring in reading to increase
reading fluency
Tier II
Intensive Intervention Students whose
intervention needs are greater than general
education can meet may be referred for more
intensive services. Example Special Education
Tier III
18Tier I Interventions
Tier I interventions are universalavailable to
all students. Teachers often deliver these
interventions in the classroom (e.g., providing
additional drill and practice in reading fluency
for students with limited decoding skills).
Tier I interventions are those strategies that
instructors are likely to put into place at the
first sign that a student is struggling. Tier I
interventions attempt to answer the question Are
routine classroom instructional modifications
sufficient to help the student to achieve
academic success?
19Tier II Interventions
Tier II interventions are individualized,
tailored to the unique needs of struggling
learners. They are reserved for students with
significant skill gaps who have failed to respond
successfully to Tier I strategies. Tier II
interventions attempt to answer the question Can
an individualized intervention plan carried out
in a general-education setting bring the student
up to the academic level of his or her peers?
20Tier II Interventions
There are two different vehicles that schools can
use to deliver Tier II interventions Standard-Pro
tocol (Standalone Intervention). Group
intervention programs based on scientifically
valid instructional practices (standard
protocol) are created to address frequent
student referral concerns. These services are
provided outside of the classroom. A middle
school, for example, may set up a structured
math-tutoring program staffed by adult volunteer
tutors to provide assistance to students with
limited math skills. Students referred for a Tier
II math intervention would be placed in this
tutoring program. An advantage of the
standard-protocol approach is that it is
efficient and consistent large numbers of
students can be put into these group
interventions to receive a highly standardized
intervention. However, standard group
intervention protocols often cannot be
individualized easily to accommodate a specific
students unique needs. Problem-solving
(Classroom-Based Intervention). Individualized
research-based interventions match the profile of
a particular students strengths and limitations.
The classroom teacher often has a large role in
carrying out these interventions. A plus of the
problem-solving approach is that the intervention
can be customized to the students needs.
However, developing intervention plans for
individual students can be time-consuming.
21Tier III Interventions
Tier III interventions are the most intensive
academic supports available in a school and are
generally reserved for students with chronic and
severe academic delays or behavioral problems.
In many schools, Tier III interventions are
available only through special education. Tier
III supports try to answer the question, What
ongoing supports does this student require and in
what settings to achieve the greatest success
possible?
22RTI School-Wide Three-Tier Framework
(Kovaleski, 2003 Vaughn, 2003)
Tier III Long-Term Programming for Students Who
Fail to Respond to Tier II Interventions (e.g.,
Special Education)
23Levels of Intervention Tier I, II, III
Tier I Universal100
Tier II Individualized10-15
Tier III Intensive5-10
24How Do We Define a Tier I (Classroom-Based)
Intervention?Jim Wrightwww.interventioncentral
.org
25Tier I Interventions
Tier I interventions are universalavailable to
all students. Teachers often deliver these
interventions in the classroom.Tier I
interventions are those strategies that
instructors are likely to put into place at the
first sign that a student is struggling. These
interventions can consist of -Effective
whole-group teaching management
strategies -Modest individualized strategies that
the teacher uses with specific students. Tier I
interventions attempt to answer the question Are
routine classroom instructional modifications
sufficient to help the student to achieve
academic success?
26Examples of Evidence-Based Tier I Management
Strategies (Fairbanks, Sugai, Guardino,
Lathrop, 2007)
- Consistently acknowledging appropriate behavior
in class - Providing students with frequent and varied
opportunities to respond during instructional
activities - Reducing transition time between instructional
activities to a minimum - Giving students immediate and direct corrective
feedback when they commit an academic error or
engage in inappropriate behavior
Source Fairbanks, S., Sugai, G., Guardino, S.,
Lathrop, M. (2007). Response to intervention
Examining classroom behavior support in second
grade. Exceptional Children, 73, p. 290.
27Reducing Problem Behaviors Through Good Academic
Management 10 Ideas
- Be sure that assigned work is not too easy and
not too difficult - Offer frequent opportunities for choice
- Select high-interest or functional learning
activities - Instruct students at a brisk pace
- Structure lessons to require active student
involvement
28Reducing Problem Behaviors Through Good Academic
Management 10 Ideas (Cont.)
- Incorporate cooperative-learning opportunities
into instruction - Give frequent teacher feedback and encouragement
- Provide correct models during independent work
- Be consistent in managing the academic setting
- Target interventions to closely coincide with
point of performance
29Good Behavior Game(Barrish, Saunders, Wold,
1969)
30Sample Classroom Management Strategy Good
Behavior Game (Barrish, Saunders, Wold, 1969)
- The Good Behavior Game is a whole-class
intervention to improve student attending and
academic engagement. Description The class is
divided into two or more student teams. The
teacher defines a small set of 2 to 3 negative
behaviors. When a student shows a problem
behavior, the teacher assigns a negative behavior
point to that students team. At the end of the
Game time period, any team whose number of points
falls below a cut-off set by the teacher earns
a daily reward or privilege. - Guidelines for using this intervention The Game
is ideal to use with the entire class during
academic study or lecture periods to keep
students academically engaged The Game is not
suitable for less-structured activities such as
cooperative learning groups, where students are
expected to interact with each other as part of
the work assignment.
31Good Behavior Game Steps
- The instructor decides when to schedule the Game.
(NOTE Generally, the Good Behavior Game should
be used for no more than 45 to 60 minutes per day
to maintain its effectiveness.) - The instructor defines the 2-3 negative behaviors
that will be scored during the Game. Most
teachers use these 3 categories - Talking Out The student talks, calls out, or
otherwise verbalizes without teacher permission. - Out of Seat The students posterior is not on
the seat. - Disruptive Behavior The student engages in any
other behavior that the instructor finds
distracting or problematic.
32Good Behavior Game Steps
- The instructor selects a daily reward to be
awarded to each member of successful student
teams. (HINT Try to select rewards that are
inexpensive or free. For example, student winners
might be given a coupon permitting them to skip
one homework item that night.) - The instructor divides the class into 2 or more
teams. - The instructor selects a daily cut-off level that
represents the maximum number of points that a
team is allowed (e.g., 5 points).
33Good Behavior Game Steps
- When the Game is being played, the instructor
teaches in the usual manner. Whenever the
instructor observes student misbehavior during
the lesson, the instructor silently assigns a
point to that students team (e.g., as a tally
mark on the board) and continues to teach. - When the Game period is over, the teacher tallies
each teams points. Here are the rules for
deciding the winner(s) of the Game - Any team whose point total is at or below the
pre-determined cut-off earns the daily reward.
(NOTE This means that more than one team can
win!) - If one teams point total is above the cut-off
level, that team does not earn a reward. - If ALL teams have point totals that EXCEED the
cut-off level for that day, only the team with
the LOWEST number of points wins.
34Good Behavior Game Troubleshooting
- Here are some tips for using the Good Behavior
Game - Avoid the temptation to overuse the Game. Limit
its use to no more than 45 minutes to an hour per
day. - If a student engages in repeated bad behavior to
sabotage a team and cause it to lose, you can
create an additional team of one that has only
one member--the misbehaving student. This student
can still participate in the Game but is no
longer able to spoil the Game for peers! - If the Game appears to be losing effectiveness,
check to be sure it is being implemented with
care and that you are - Assigning points consistently when you observe
misbehavior. - Not allowing yourself to be pulled into arguments
with students when you assign points for
misbehavior. - Reliably giving rewards to Game winners.
- Not overusing the Game.
35Game Over
Answer Both teams won the Game, as both teams
point totals fell BELOW the cut-off of 5 points.
Question Which team won this Game?
36Building Positive Relationships With
StudentsJim Wrightwww.interventioncentral.org
37Avoiding the Reprimand Trap
- When working with students who display
challenging behaviors, instructors can easily
fall into the reprimand trap. In this
sequence - The student misbehaves.
- The teacher approaches the student to reprimand
and redirect. (But the teacher tends not to give
the student attention for positive behaviors,
such as paying attention and doing school work.) - As the misbehave-reprimand pattern becomes
ingrained, both student and teacher experience a
strained relationship and negative feelings.
38Sample Ideas to Improve Relationships With
Students The Two-By-Ten Intervention (Mendler,
2000)
- Make a commitment to spend 2 minutes per day for
10 consecutive days in building a relationship
with the studentby talking about topics of
interest to the student. Avoid discussing
problems with the students behaviors or
schoolwork during these times.
Source Mendler, A. N. (2000). Motivating
students who dont care. Bloomington, IN
National Educational Service.
39Sample Ideas to Improve Relationships With
Students The Three-to-One Intervention (Sprick,
Borgmeier, Nolet, 2002)
- Give positive attention or praise to problem
students at least three times more frequently
than you reprimand them. Give the student the
attention or praise during moments when that
student is acting appropriately. Keep track of
how frequently you give positive attention and
reprimands to the student.
Source Sprick, R. S., Borgmeier, C., Nolet, V.
(2002). Prevention and management of behavior
problems in secondary schools. In M. A. Shinn, H.
M. Walker G. Stoner (Eds.), Interventions for
academic and behavior problems II Preventive and
remedial approaches (pp.373-401). Bethesda, MD
National Association of School Psychologists.
40How Do Schools Standardize Expectations for
Tier I Interventions? A Four-Step Solution
- Develop a list of your schools top five
academic and behavioral referral concerns (e.g.,
low reading fluency, inattention). - Create a survey for teachers, asking them to jot
down the good teaching ideas that they use
independently when they encounter students who
struggle in these problem areas. - Collect the best of these ideas into a menu. Add
additional research-based ideas if available. - Require that teachers implement a certain number
of these strategies before referring to your RTI
Intervention Team. Consider ways that teachers
can document these Tier I interventions as well.
41Link Smarter, Not Harder How Good Student
Academic Assessment Leads to Better Classroom
Interventions
42Curriculum-Based Assessment Advantages Over
Commercial, Norm-Referenced Achievement Tests
43Commercial Tests Limitations
- Compare child to national average rather than
to class or school peers - May have poor overlap with student curriculum,
classroom content - Can be given only infrequently
- Are not sensitive to short-term student gains in
academic skills
44 Curriculum-Based Measurement/Assessment
Defining Characteristics
- Assesses preselected objectives from local
curriculum - Has standardized directions for administration
- Is timed, yielding fluency, accuracy scores
- Uses objective, standardized, quick guidelines
for scoring - Permits charting and teacher feedback
45 CBM Techniques have been developed to assess
- Reading fluency
- Reading comprehension
- Math computation
- Writing
- Spelling
- Phonemic awareness skills
- Early math skills
46Example of Curriculum-Based Assessment Reading
Probe
47DIBELS Reading Probe Benchmark 2.1
48(No Transcript)
49Monitoring Student Academic BehaviorsDaily
Behavior Report Cards
50Daily Behavior Report Cards (DBRCs) Are
- brief forms containing student behavior-rating
items. The teacher typically rates the student
daily (or even more frequently) on the DBRC. The
results can be graphed to document student
response to an intervention.
51Daily Behavior Report Cards Can Monitor
- Inattention/Hyperactivity
- On-Task Behavior (Attention)
- Work Completion
- Organization Skills
- Compliance With Adult Requests
- Ability to Interact Appropriately With Peers
52Jim Blalock
May 5
Mrs. Williams
Rm 108
Daily Behavior Report Card Daily Version
53Jim Blalock
Mrs. Williams
Rm 108
Daily Behavior Report Card Weekly Version
05 05 07
05 06 07
05 07 07
05 08 07
05 09 07
40
0
60
60
50
54Daily Behavior Report Card Chart
55Student Case Scenario Jim
- Jim is a 10th-grade student who is failing his
math course and in danger of failing English and
science courses. Jim has been identified with
ADHD. His instructional team meets with the RTI
Team and list the following academic and
behavioral concerns for Jim. - Does not bring work materials to class
- Fails to write down homework assignments
- Sometimes does not turn in homework, even when
completed - Can be non-compliant with teacher requests at
times.
56RTI Teams Following a Structured Problem-Solving
Model
57Everybody is entitled to their own opinion but
theyre not entitled to their own facts. The data
is the data. Dr. Maria Spiropulu, Physicist New
York Times, 30 September 2003 (D. Overbye) Other
dimensions? Shes in pursuit. F1, F4
58RTI TeamMeeting Process
Student Assessment
Research-Based Interventions
59The RTI Team Definition
- Teams of educators at a school are trained to
work together as effective problem-solvers. - RTI Teams are made up of volunteers drawn from
general- and special-education teachers and
support staff. - These teams use a structured meeting process to
identify the underlying reasons that a student
might be experiencing academic or behavioral
difficulties - The team helps the referring teacher to put
together practical, classroom-friendly
interventions to address those student problems.
60Team Roles
- Coordinator
- Facilitator
- Recorder
- Time Keeper
- Case Manager
61RTI Team Consultative Process
- Step 1 Assess Teacher Concerns 5 Mins
- Step 2 Inventory Student Strengths/Talents 5
Mins - Step 3 Review Background/Baseline Data 5 Mins
- Step 4 Select Target Teacher Concerns 5-10 Mins
- Step 5 Set Academic and/or Behavioral Outcome
Goals and Methods for Progress-Monitoring 5 Mins - Step 6 Design an Intervention Plan 15-20 Mins
- Step 7 Plan How to Share Meeting Information
with the Students Parent(s) 5 Mins - Step 8 Review Intervention Monitoring Plans 5
Mins
62Establishing RTI in Your School or District
First Steps
63Any mule can kick down a barn but it takes a
good carpenter to build one.--Lyndon Johnson
64RTI Can Serve as the Organizing Umbrella Under
Which a Districts Efforts Are Organized to
Support Struggling Learners of Any Age
65Establishing RTI in Your School or District
First Steps
- Establish an RTI Steering Group
66Establishing RTI in Your School or District
First Steps
- Educate Staff and Other Stakeholders to Build
Support for RTI
67Establishing RTI in Your School or District
First Steps
- Create an Inventory of the District/Schools RTI
Resources
68Establishing RTI in Your School or District
First Steps
- Establish an RTI Intervention Team
69Establishing RTI in Your School or District
First Steps
- Train Staff in Techniques to Monitor Short-Term
Student Academic and Behavioral Progress