Using Response to Intervention RTI for Washingtons Students

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Using Response to Intervention (RTI) for
Washingtons Students
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Overview

• Defining RTI
• Where did it come from and why do we need it?
• Support for RTI in federal law
• Core principles
• Special education eligibility considerations
• Policy issues
• Professional development issues

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Defining RTI

• RTI is a general education approach that aligns
  resources from general, remedial and special
  education through a multi-tiered service delivery
  model in order to provide scientific,
  research-based interventions to struggling
  students.

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Defining RTI, cont.

• RTI includes making data-based decisions based on
  curriculum based measurements (CBMs) through
  problem-solving or standard protocol measures
• Uses progress monitoring (formative assessments)
• Specific Learning Disability Identification

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Where did it come from and why do we need
it?Background and Research Support

• The idea of using CBMs to identify student needs
  is not new.
• Stan Denos data-based decision program
  modification model (Deno, 1985 Deno Mirkin,
  1977)
• Bergans behavioral consultation model (Bergan,
  1977)
• Problems in the traditional system (Wait to fail)
• Integration between general and special education
• Undocumented benefits of special education
• Variability and accuracy of eligibility
  determination
• Integration of eligibility determination with
  instruction

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Support for RTI in federal law

• Provisions of IDEA 2004 allow school districts to
  use scientific, research-based interventions as
  an alternative method for identifying students
  with SLD.
• Aligns with No Child Left Behind (2001)

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RTI Manual Introduction

• Outlines principle components of RTI
• Guidance on RTI decision making
• Recommendations on using RTI data to identify
  specific learning disabilities (SLD)
• Answers common questions
• Includes additional resources and practical
  appendices

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How to use the manual

• Recommendations NOT regulations
• Readiness checklist
• Each district and school design their own RTI
  system depending on curriculum decisions and
  resources
• NOTE An RTI system is a combined general
  education and special education approach
• OSPIs RTI manual is aligned with OSPIs K-12
  Reading Model

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Response to Intervention Core Principles

• Use all available resources to teach all students
• Use scientific, research-based interventions
• Monitor classroom performance
• Conduct universal screening/benchmarking
• Use multi-tier model of service delivery
• Make data based decisions using a problem
  solving/standard protocol
• Monitor progress frequently
• Fidelity

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Use all available resources to teach all students

• RTI practices are built on the belief that all
  students can learn and everyone supports all
  students
• RTI focuses on student intervention need and not
  What is wrong with the student?
• Systems Change Integrated approach
• No one building/district will look the same

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Use all available resources to teach all
students, cont.

• Basic Education
• LAP/Title
• Reading First (NCLB, 2001)
• School Improvement Plan
• Student Learning Plans
• Special Education (IDEA 2004)
• Other resources available to the
  building/district

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Use scientific, research-based interventions

• Curriculum and instruction approaches must have a
  high probability of success for the majority of
  students
• Offer as soon as it is clear the student is
  lagging behind
• Increase intensity of instruction and practice
• Opportunity for explicit and systematic
  instruction/practice and cumulative review
• Provide skillful instruction with good error
  correction, immediate feedback
• Guided by and in response to progress monitoring
  data
• Must provide a supportive atmosphere for learning

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Monitor classroom performance

• General education teacher play a vital role in
  designing and delivering high quality instruction
• General education teachers also monitor student
  progress through CBMs
• Student performance in relationship to state
  standards (GLEs)

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Universal Screening

• School staff conduct universal screening in all
  academic areas and behavior to all students three
  times/year to identify students at risk
• Benchmarks document whether a child is on track
  compared to peer group and/or state standards
• The students data at benchmark testing periods
  can be utilized to validate the effectiveness of
  intervention. Is the gap closing?

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Features of a Multi-Tiered Model

• Each tier represents increasingly intense level
  of services associated with increasing levels of
  learner needs
• All students, including those with disabilities
  are found in Tiers I, II, and III
• The nature of the academic or behavioral
  intervention changes at each tier, becoming more
  rigorous as the student moves through the tiers
• Students move up and down the tiers depending on
  need

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Three-Tier Model of School Supports
Of your students.
5 or fewer
15 or fewer
80 or more
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Use multi-tier model of service delivery Tier I

• Tier I ALL Students
• All students receive high quality scientific
  research based instruction in the core curriculum
  in all areas
• Core curriculum provides the foundation for
  instruction upon which all strategic and
  intensive interventions are formulated
• Serves 80-90 of the student body
• Some Tier 1 interventions may be applied to at
  risk students followed by progress monitoring

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Use multi-tier model of service delivery Tier II

• Tier II Some Students
• Strategic interventions supplements instruction
  to students who are not achieving standards
  through the core curriculum alone
• Consists of 5-10 of the student body
• Occurs in small groups of 3-6 students
• Short-term in duration 9-12 week blocks
• Recommended 3-4 sessions per week at 30-60
  minutes per session
• Students progress is monitored more frequently at
  Tier II, usually every 2 weeks

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Use multi-tier model of service delivery Tier
II, cont.

• Tier II Some Students
• Students may receive more than one block of Tier
  II interventions if progressing but who have not
  yet reached the goal
• Students who reach goal would be reintegrated
  into Tier I
• Students who do not progress in Tier II may
  require more intensive interventions

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Use multi-tier model of service delivery Tier III

• Tier III Few Students
• Intensive interventions are designed to
  accelerate a students rate of learning by
  increasing the frequency and duration of
  individualized interventions based on targeted
  assessment data.
• Students at Tier III are those performing
  significantly below standards and have not
  adequately responded to Tier I or Tier II
  interventions

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Use multi-tier model of service delivery Tier
III, cont.

• Tier III Few Students
• Consists of less than 5 of student body
• Occurs in groups of no more than 3 ideally
• May occur longer than 9-12 weeks
• Student progress is monitored on at least a
  weekly basis
• Students who are successful at Tier III
  reintegrate to Tier I with Tier II support
• If not successful at Tier III, consider referral
  for special education and/or other long-term
  planning 504 plan, additional Tier III cycle

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Data-Based Decision Making

• The purpose of using data based decision making
  is to find the best instructional approach for a
  student with an academic or behavioral problem
• Decisions are made by teams consisting of
  professionals knowledgeable about the student,
  and the parent
• Decisions are made through the problem solving
  process or standard protocol approach

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Designing Instruction to Meet Student Needs
Standardized Assessments
Benchmarking or Screening

Instructional Problem Solving
Requires taking multiple sources of evidence and
selecting appropriate instructional interventions
based on identified student needs
Progress Monitoring
Performance or Criterion Assessments
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A Problem Solving Process
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Domains of Influence
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R.I.O.T.
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Evaluation Planning
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Standard Treatment Protocol

• Process where student decisions are made using an
  established response to regular occurring
  circumstances e.g., Read Well
• Implementation involves a trial of fixed duration
  e.g., 9-12 weeks
• Emerging research is showing success implementing
  this approach at Tier I and Tier II in the area
  of reading

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Progress Monitoring

• Documents student growth over time to determine
  whether the student is progressing as expected in
  tiers
• CBMs are primarily used as a method for progress
  monitoring because they are brief, easy to
  administer and score, and are good predictors of
  student ability
• Progress monitoring data provide a picture of the
  students performance and rate of growth to
  inform instructional and curricular changes so
  that every student reaches proficiency on
  targeted skills

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Words Read Correct
X
X
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X
X
X
X
X
X
X
Words Read Correct
X
X
X
X
X
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X
X
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Lack of Responsiveness to Interventions

• Defined as rate of improvement, or progress slope
  that is not sufficient for the student to become
  proficient with state standards without more
  interventions
• Decisions to advance students from one tier to
  another is based upon analysis of the progress
  monitoring data to determine if the student is
  responsive e.g. 4-6 data points below the
  aimline after interventions have been altered may
  show a student is non-responsive

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Targeted Assessment

• Targeted assessment means shifting to evaluations
  that are designed around the specific targeted
  concerns of the student.
• In other words, we select assessments that
  measure the area of concern rather than
  administering an assessment and then trying to
  determine what it means.
• Usually conducted when student enters Tier III,
  but may be conducted earlier

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Fidelity

• Fidelity refers to the degree to which RTI
  components are implemented as designed, intended,
  and planned.
• Fidelity is achieved through sufficient time
  allocation, adequate intervention intensity,
  qualified and trained staff, and sufficient
  materials and resources.
• Fidelity is vital in universal screening,
  instructional delivery and progress monitoring.

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Intervention Plan

• Documents analysis of student data and outlines
  interventions and evaluation of progress
• Also documents implementation of interventions
  with fidelity See appendix F

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RTI and Child Find

• Anyone, including parents and teachers, can make
  a referral at any time in a RTI system.
• A student cannot be required to go all the way
  through Tier III before being evaluated if
  evidence exists to suspect a disability.

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When should a student be suspected of having a
disability due to a lack of responsiveness?

• Students who are performing significantly less
  than their peers and have been provided two or
  more Tier III interventions that did not
  significantly decrease the gap in achievement
  should be suspected as having SLD and evaluated
  absent other evidence.

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Parent Involvement in RTI

• In a RTI system parents must be provided progress
  monitoring data. 34 CFR Sec. 300.309(b)(2).
• Parents must also be informed of
• State policies regarding the amount and nature of
  student performance data that is collected and
  the general education services that are provided
• The strategies for increasing the students rate
  of learning and
• Their right to request an evaluation.
• 34 CFR Sec. 300.311(a)(7).

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Is consent required before conducting screenings
or CBMs?

• Teachers or specialists do not need to obtain
  consent to evaluate when administering universal
  screening, CBMs, or targeted assessments to a
  student in order to determine appropriate
  instructional strategies for curriculum
  implementation.
• 20 USC Sec. 1414(a)(1)(E).

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Using RTI data to identify SLD

• District procedures set out criteria for using
  RTI data to establish SLD.
• District criteria must incorporate new federal
  regulations on SLD.
• 34 CFR Sections 300.309 through 300.311

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Adopt an established approach for using RTI data
to identify SLD

• Districts are strongly encouraged to use
  established approaches for using RTI data to
  identify SLD.
• Criteria determines if a student is not making
  sufficient progress to meet age or State-approved
  grade-level standards in one or more of the SLD
  areas. 34 CFR Sec. 300.309(a)(2)(i).

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Recommended criteria for identifying SLD using
RTI Question 1

• Where at least two phases of intensive
  interventions implemented in the general
  education curriculum with fidelity, which did not
  affect the students achievement and does
  evidence of the students non-responsiveness at
  Tier III reflect that he or she is learning at a
  rate significantly less that her or his peers?

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Recommended criteria for identifying SLD using
RTI Question 2

• Do RTI and other existing data (including
  observation) meet at least two of the following
  four criteria
• 1)CBM scores showing the student is performing at
  or below the 7th percentile of current
  grade-level or at or below the 16th percentile of
  a previous grade-level
• 2)A standardized assessment score that is 1.75
  standard deviations below the mean (within test
  protocols)
• 3)CBM scores and other data demonstrate the
  students median performance is at or below his
  or her grade placement peers by a discrepancy
  ratio of at least 2
• 4)The students instructional performance level
  is two or more grade levels below her or his
  current grade placement determined by CBM scores,
  classroom performance, observation and, if
  appropriate, standardized assessments?

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Recommended criteria for identifying SLD using
RTI Question 3

• Does the evaluation group (including the parent)
  believe the student requires resources that are
  not available in the general education setting,
  with or without accommodations, in order to
  participate or progress in the general education
  curriculum at a level equal to his or her peers?
• Evidence of this criterion would show that the
  student requires specially designed instruction
  or Tier III interventions for an extended period
  of time that is not available in the general
  education curriculum.

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Evaluation Report

• To establish SLD, under recommended approach, the
  report must reflect a yes to all three
  questions (sample in Appendix H).
• Also need to rule out (1) visual, hearing , or
  motor disability (2) mental retardation (3)
  emotional disturbance (4) cultural factors and
  (5) limited English proficiency. 34 CFR Sec.
  300.309(a)(3).
• Must have data to show the student received
  appropriate reading and mathematics instructions.
  34 CFR Sec. 300.309(b).

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Special Education Eligibility

• To be eligible for special education, the
  evaluation group for students with SLD must find
  an adverse educational impact and the need for
  specially designed instruction (SDI).
• The evaluation report for eligible students
  should include recommendations about the SDI and
  any related services, program modifications,
  accommodations and other supports the student
  needs with enough specificity to develop an IEP.
• In a RTI system, the SDI provided should
  supplement the scientific-based interventions and
  high quality instruction the student was already
  receiving in general education.

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Same players new roles I

• The New Psychologist Role
• Data Manager
• Data Analyzer
• Data Synthesizer
• Detective Extraordinaire
• Progress Monitoring?
• The New Sped Teacher Role
• Data Provider
• Targeted Assessment
• Progress Monitoring
• Intervention opportunities

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Same players new roles II

• The New Parent Role
• Data Provider (FAAB)
• Interventionist
• Progress Monitoring
• The New General Ed.Teacher Role
• Tier 1 Tier 2 interventions
• Progress Monitoring
• Data provider (FAAB) for Learning Env.
• Be ready for intervention

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Same players new roles III

• The New Principal Role
• As goes the principals attitude, so goes the
  team
• Providing for the assessment of intervention
  fidelity
• The New Attitude
• We are not looking at the child as broken
• Focus is on Why isnt the general education
  curriculum working for this child?

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EIS

• Early Intervening Services are
• Activities to support students in grades
• K-12 who are not currently identified as
  needing special education, but who need
  additional academic and behavioral support to
  succeed in the general education curriculum
• Districts may not use more than 15 of IDEA Part
  B funds for EIS activities, less any amount
  reduced by MOE
• 34 CFR 300.226

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EIS Allowable Activities

• EIS activities may include
• Professional development for teachers and other
  school staff to enable such personnel to deliver
  scientifically based academic and behavioral
  interventions
• Instruction on use of adaptive and instructional
  software and
• Educational and behavioral evaluations, services
  and supports

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How districts may use EIS funds

• During the 05-06 school year, 15 school districts
  set aside EIS funds for a variety of activities,
  including
• Offering extended Kindergarten for at-risk
  students
• Behavioral evaluations, including FBAs, and
  behavioral services to general education students
  to improve students school-socialized behaviors
• PD on delivery and implementation of SRBI
• Math interventions for students in grades 1-6
• High school academic and behavioral services for
  students who did not qualify for special
  education. Goal was to reduce the number of
  referrals to special education at the high school
  level and to match services to student needs

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Disproportionate Representation

• States must require LEAs to reserve maximum
  amount of EIS funds to address any issues of
  disproportionate representation of minority
  students in special education
• Currently, LEAs are identified through the state
  monitoring system (routine, focused, targeted)
  looking at both numerical data and policies and
  procedures (may change with final federal
  regulations which allow states to require EIS set
  aside based on disproportionate numerical data
  only
• 34 CFR 300.646

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Questions?
RTI Manual http//www.k12.wa.us/SpecialEd/RTI.asp
x Additional Resources available at same
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