Response to Intervention RtI

1
Response to Intervention RtI

• Williamsburg-James City County Public Schools
• Drs. Chantry, Hopkins, Lindsay, and Yitbarek

2
W-JCC Plan Response to Intervention (RtI)

• What is Response to Intervention?
• RtI is a general education instructional
  framework.
• RtI offers a three-tiered instructional approach
  to students who are struggling.
• RtI insists that struggling students are
  systemically evaluated.

3
Table of Contents

• Introduction
• What is RtI...................1-5
• History
• IDEA Changes..6-9
• Rationale
• Why We Need It 10-14
• W-JCC
• Philosophy Beliefs ..15-18
• Phases of Implementation..19-25
• Three Tiers26-29
• Tier I30-36
• Tier II..37-42
• Tier III.43-47
• Roles and Responsibilities of Instructors and
  Teams

• Communicating RtI to Parents
• Parents and Community.62-64
• Resources for RtI
• Assessments and General Resources.65-73
• Key Components
• Universal Screening74-77
• Tiered Intervention..78-81
• Protocols..82-85
• Progress Monitoring86-92
• Curriculum Based Measurements.93-97
• RtI and Connection to Multicultural
  Education98-106
• Elementary Plan.107-113
• Middle School Plan114-118

4
W-JCC Plan Response to Intervention (RtI)

• RtI assumes that quality instruction is a right
  for all learners.
• RtI is a shared responsibility of the entire
  education system
• RtI is part of the strategic plan both school and
  division wide

5
What Is Response to Intervention?

• RtI provides a comprehensive, multi-tiered
  intervention strategy to enable early
  identification and intervention for students at
  academic or behavioral risk.
• RtI is an alternative to the discrepancy model
  for the identification of students with learning
  disabilities.

6
Goals for this Session Understand Response
to Intervention (RtI)

• View RtI as a school wide program based on
  student data
• Realize how RtI supports teachers and
  administrators in meeting the challenge of No
  Child Left Behind (NCLB) and Adequate Yearly
  Progress (AYP)

7

• History

8
IDEA 2004 CHANGES Eligibility Determinations

• A child shall not be determined to have a
  disability if the determinant factors are
• Lack of scientifically-based instructional
  practices and programs that contain the essential
  components of reading instruction.
• Lack of instruction in mathematics
• Limited English Proficiency
• 614(b)(6)(B)

9
IDEA 2004 ChangesSpecific Learning Disabilities

• The school division shall not be required to
  take into consideration whether the child has a
  severe discrepancy between achievement and
  intellectual ability in oral expression,
  listening comprehension, written expression,
  basic reading skill, reading comprehension,
  mathematical calculation, or mathematical
  reasoning.

10
IDEA 2004 ChangesSpecific Learning Disabilities
(continued)

• In determining whether a child has a specific
  learning disability, a school division may use a
  process which determines if a child responds to
  scientific, research-based intervention.

11
RtI

• Why We Need It

12
RtI Matters

• Provides a school-wide initiative
• Embeds school wide reform
• Is fundamental to school improvement
• Requires collaboration
• Expects teambuilding
• Is consistent with Professional Learning
  Community Objectives

13
RtI Matters

• Addresses
• Overrepresentation of students in special
  education
• Overrepresentation of minorities in special
  education
• Overrepresentation of males in special education

14
RtI Matters

• If a school has students from minority groups
  over-represented in special education
• If a school has minority students
  under-represented in gifted programs

• If a school has a high-needs population
• If a school has 2 of its population referred for
  special education

15
RtI Matters

• If a school has males overrepresented in special
  education
• If a school did not make Adequate Yearly Progress
  (AYP)

• If a school has disproportionate numbers of
  discipline referrals, suspensions, and/or
  expulsions

16
W-JCC

• Philosophy and Beliefs

17
W-JCC Philosophy/Beliefs

• All children can learn and we are responsible for
  ensuring that they do.
• A wholesome discontent with the status quo is
  healthy for the continuous improvement of our
  schools.
• Meaningful collaboration among schools, community
  and families is necessary to help students
  achieve their maximum potential.

18
W-JCC Philosophy/Beliefs

• We have the collective expertise, knowledge,
  desire and commitment to ensure that every
  student is successful.
• A safe, challenging and inclusive environment is
  essential to teaching and learning.
• The students well-being must be the primary
  focus of our decision-making.

19
W-JCC Philosophy/Beliefs

• A mutual respect for the diversity of the
  students, community, and staff promotes
  awareness, cooperation, and educational success.
• Excellence in education is crucial to the future
  success of our students, and our community.

20
Fidelity of Implementation
21
Fidelity of Implementation

• Ensures that instruction is intentional and
  evidenced based
• Analyzes data to determine instructional
  interventions based on Curriculum Based
  Measurements (CBMs)
• Conducts progress monitoring in a responsible and
  reliable manner

22
Fidelity of Implementation

• Matches Faculty Performance Objectives and
  Evaluation
• Provides Data Driven Support Systems
• Provides Professional Development
• Provides Central Office Support

23
Fidelity of Implementation

• To ensure that RtI is fully vetted, it is
  recommended that the process occur in three
  phases over five years
• Exploration
• Implementation
• Sustainability and Evaluation

24
Exploration Phase

• Will last 1-2 years and consist of
• Reviewing best practices
• Identifying materials
• Analyzing or administering universal screening
  assessment tools
• Providing professional development on progress
  monitoring and curriculum based measurement tools
  (CBMs)
• Creating and devising monitoring forms
• Determining professionals to serve on the RtI
  school team

25
Implementation Phase

• Will last 1-2 years and consist of
• Administering the identified universal screening
  assessments in reading and mathematics
• Ensuring that instruction is intentional and
  evidence based
• Using data to determine instructional
  interventions
• Monitoring progress regularly in a responsible
  and reliable manner

26
Sustainability and Evaluation Phase

• Will be ongoing and consist of
• Ensuring that instruction is intentional and
  evidenced based
• Evaluating faculty performance that include
  matched objectives
• Supporting data driven assessment systems
• Providing ongoing professional development
• Ongoing monitoring of student performance at
  school and central office level

27
Guiding Questions for Each Tier

• What do we want students to learn?
• How do we authentically engage students in the
  learning?
• How do we know if students learn what we intend?
• What do we do with students who have learned the
  curriculum and those who have not?

28
The Three Tiers of Instruction/Intervention
29
The 3 Tiers of RtI
30
Interventions organized into a 3 tiered model.

• Movement through the
• tiers is managed by a
• school-wide team
• monitoring the non-
• responders
• Identifying and providing
• supplemental materials
• Orchestrating tier 2 3
• supports
• Problem solving process
• for individuals

TIER 1
All Students
TIER 2
Some Students
TIER 3
Few Students
31
Tier I

• Instruction/Interventions

32
Tier 1 RtI
33
Tier I Service Delivery

• All Students
• Small Groups
• Individual Student

• Entire faculty understands and use research-based
  instructional strategies
• Entire faculty understands and delivers
  appropriate intervention strategies
• Entire faculty understands and delivers
  instruction based on problem-solving response of
  intervention team

34
Tier 1 Interventions

• Instruction
• Research Based Instructional Strategies (RBIS)
• Direct Vocabulary Instruction
• Socratic Seminars
• AVID Strategies
• Multicultural Education
• Great Books Strategies
• AP Strategies (Taft Institute)
• Balanced Literacy and Reading Differentiation
• Common Lesson Planning
• Flexible grouping in math and reading
• Inquiry based instruction

35
Tier 1 Assessments

• Assessments
• Benchmarks In Reading and Math Common Assessments
• Curriculum Based Measurements (CBMs)
• Universal Screening Measures
• Authentic Assessment

36
Tier I Service Delivery

• Hallmark of Tier One
• Based on Student needs
• Based on high quality research-based instruction

37
Successful Tier 1 Instruction

• 75-85 of students meet
• instructional expectations!

38
Tier 2 Instruction/Interventions
39
Tier 2
40
Tier 2 Interventions

• Instruction
• After-School Remediation
• Inclusion Collaboration
• Intervention (Grades 6-8) 45-90 minutes
• Literacy Groups (Grades K-2) Rdg Specialist
• Math Groups (Grades K-8) Math Specialist
• PALS Instruction (Grades K-2)
• Small group intervention 30 minutes daily
  Reading or Student Support Teacher
• English Language Learning (ELL)

41
Tier 2 Interventions

• Intervention/Monitoring Plans
• Mathematics and Literacy Intervention Meetings
• Student Assistance Plans
• Mentoring
• Parent Communication

42
Tier 2 Assessments

• Assessments
• Curriculum Based Measurements (CBMs)
• Progress Monitoring (using charts)

43
Service Delivery

• Hallmark of Tier Two
• Based on Student needs
• Small Group Instruction

44
Tier 3 Instruction/Interventions
45
Tier 3
46
Tier 3 Assessments

• Assessments
• Curriculum Based Measurements (CBMs)
• Progress Monitoring (using charts)

47
Service Delivery

• Hallmark of Tier Three
• Based on Individual student needs
• Daily intensive services
• Problem-solving

48
Results of Tier 3

• Identify which students have successful or
  unsuccessful response to instruction (RtI)
• Sort students who need further help
• Decide which students are helped in general
  education
• Decide which students need evaluation for special
  education

49
Roles and Responsibilities of Instructors and RtI
Teams for Tiers 1, 2, and 3
50
Tier 1 Instructors

• Who?
• Classroom Teachers
• Professional Learning Community Teams

51
RtI School TeamsTier 1

• What?
• Professional learning communities meet on a
  regular basis to discuss Tier 1 student
  performance
• PLCs have the responsibility for the ongoing
  monitoring of student performance based on common
  and benchmark assessments

52
RtI School TeamsTiers 2 and 3

• Who can serve on the team? (Recommend 3-9
  professionals)
• Principal or his/her designee
• General Education Teacher
• Special Education Teacher
• Reading Specialists
• Mathematics Specialists

53
RtI School Teams Tiers 2 and 3 continued

• Who can serve on the team? (Recommend 3-9
  professionals)
• Counselors
• School Psychologists
• School Social Workers
• School Nurses
• Student Support Teachers
• Other Specialty Professionals as Needed

54
RtI School Teams

• What do they do?
• This is a professional learning community for RtI
  issues within the school.
• The team has the responsibility to inform the
  faculty of RtI requirements and updates.
• The team has the responsibility for the ongoing
  monitoring of student progress.

55
RtI School Teams

• What do they do?
• The team has the responsibility to keep the
  parent community abreast of student progress
  within the school.
• The team has the responsibility to ensure that
  best practices are implemented in the classroom.

56
RtI School Teams

• What do they do?
• The team has the responsibility to ensure that
  classroom teachers analyze test results
  throughout the year to inform instruction.
• The team has the responsibility to inform all
  parents of appropriate grade level learning
  objectives, and to provide a copy of the school
  divisions policy on promotion and retention.

57
What Makes RTI Successful?
58
Successful Implementation of RtI

• Commitment of resources that includes staff
  development, technological support, and
  supplemental programs and materials
• Fidelity of Implementation
• Consensus building

59
Successful Implementation of RtI

• Collaboration between special education and
  general education
• Adequate system to support data collection
• Flexible staffing to accommodate the delivery of
  Tier 2 interventions

60
Successful Implementation of RtI

• School divisions commitment to the philosophical
  principles of RtI and vigilance of implementation
• Development of an infrastructure
• All components need to be implemented with a high
  degree of integrity

61
Benefits of RtI

• Earlier identification
• Earlier correction of difficulties
• Enhanced communication between home and school
• Parents are informed more frequently of their
  childs progress
• More frequent home-school collaboration allows
  parents to become meaningful participants

62
Benefits of RtI

• Provides collaborative assistance to teachers
• Identifies prevention efforts needed for children
  entering Kindergarten
• Coordinates existing intervention efforts (i.e.
  Child Study, SOL remediation)
• Communicates schools expectations for monitoring
  of student performance

63
Communicating RTI to Parents
64
Promoting Understanding of RtI with Parents and
Community

• RtI is based on federal law based on experiences
  of practitioners and researchers in general and
  special education
• RtI is designed to provide instructional
  interventions for struggling students at the
  earliest signs of difficulty

65
Promoting Understanding of RtI with Parents and
Community

• Student progress for struggling students will be
  specific and frequent
• Interventions are used at each tier
• Parents will be informed of their childs
  response to intervention on a regular basis
• Parents will be included in all instructional
  decisions about their child

66
Resources for RtI

• Web-based

67
RtI Resources--Assessment

• Research Institute on Progress Monitoring
• www.progressmonitoring.net
• EdCheck-up
• www.edcheckup.com
• AIMSweb
• www.aimsweb.com
• National Center on Student Progress
• www.studentprogress.org
• Dynamic Indicators of Basic Literacy Skills
• http//dibels.uoregon.edu

68
RtI Resources--Intervention

• PALS
• http//kc.vanderbilt.edu/pals
• PALS
• http//pals.virginia.edu
• Intervention Central
• www.interventioncentral.com
• What Works Clearinghouse
• www.whatworks.ed.gov
• Florida Center for Reading Research
• www.fcrr.org

69
RtI Resources---General

• National Association of School Psychologists
• www.nasponline.org/resources/rti/index.asp
  x
• National Center on Resonse to Intervention
• www.RTI4Success.org
• National Association of State Directors of
  Special Education
• www.nasdse.org/projects.cfn
• RTI Partnership
• www.rti.uce.edu
• The IDEA Partnership
• www.ideapartnership.org

70
RtI Resources

• Best Evidence Encyclopedia
• www.bestevidence.org/math/math_summary.htm
• DOE An Introduction to Effective Schoolwide
  Discipline in Virginia A Statewide Initiative
  to Support Positive Academic Behavioral Outcomes
  for All Students

71
RtI Resources

• DOE Functional Behavioral Assessment,
  Behavioral Intervention Plans, and Positive
  Intervention and Supports An Essential Part of
  Schoolwide Discipline in Virginia

72
RtI Resources

• www.coe.iup.edu/kovaleski
• http//www.nationalreadingpanel.org/default.htm

73
Evaluating Your Core Reading Curriculum

• http//www.fcrr.org/
• http//reading.uoregon.edu/curricula/con_guide.php
  
• http//oregonreadingfirst.uoregon.edu/downloads/10
  6_High_Priority_Programs.pdf

74
Standard Protocol Websites

• http//www.fcrr.org/
• http//reading.uoregon.edu/curricula/con_guide.php
  
• http//oregonreadingfirst.uoregon.edu/downloads/10
  6_High_Priority_Programs.pdf

75
Key ComponentsOf RTI
76
Universal Screening
77
Universal Screening

• Description
• Involves assessments of all students performance
  usually 3x a year
• W-JCC will begin with universal screening 2x a
  year (fall and spring) using PALS in grades K-2
  and the Stanford Diagnostic Test in reading and
  mathematics for students in grades 1-8

78
Universal Screening

• Purpose
• Identification of individual students in need of
  further assessments and interventions
• Provision of feedback about how a class is
  performing so that instructional issues can be
  addressed

79
Tiers of Instructionand Intervention Protocols
80
W-JCCResponse to Intervention (RtI) Plan

• An intervention is only an intervention if it is
  tied to curriculum and progress monitoring.

81
Tiers of Instruction

• Tier 1
• Tier 2
• Tier 3
• Refer to Special Education

• All Students
• Some Students
• A Few Students
• Individual Students

82
Tiered Interventions

• Is based on assessed student skill deficit
• Addresses specific skill deficits
• Involves short-term and explicit instruction
• Monitor student performance frequently to ensure
  progress and revise as needed
• Johnson, Mellard, Fuchs, and McKnight (2006)

83
Intervention Protocols

• Determined one of three ways
• Standard Protocol
• Match RBIS to predictable patterns of
  under-performance
• Strategic Problem Solving
• Individually-designed interventions
• Hybrid
• Combination of the standard protocol and
  problem-solving

84
Intervention Protocols

• Standard Protocol
• Uses a set of interventions based on the
  particular problem (i.e. a reading series
  protocols for addressing reading comprehension
  problems)
• Problem Solving
• Uses a decision-making process utilizing the
  skills of the professionals to develop and
  evaluate intervention plans
• Hybrid
• Uses a combination of the standard protocol and
  strategic problem solving

85
A Standard Protocol Intervention

• is scientifically based.
• has a high probability of producing change for
  large numbers of students.
• is designed to be used in a standard manner
  across students.
• is usually delivered in small groups.
• is often scripted or very structured.
• can be orchestrated by a problem-solving team.

86
A Problem Solving Protocol

• Define the problem (What is it?)
• Analyze the problem (Why is it happening?)
• Develop a plan (What shall we do about it?)
• Implement the plan (Have interventions been
  implemented with reliability and fidelity?)
• Evaluate the plan (Did the plan work?)

87
Progress Monitoring
88
Progress Monitoring

• Evaluating the students response to
  scientifically based instruction.
• What was the students progress during the
  intervention?

89
Progress Monitoring

• Provides ongoing, systematic method of
  collecting data to determine the academic,
  social, or behavioral performance of a student
• Is used throughout all tiers, but
• particularly in Tiers 2 and 3

90
Progress Monitoring

• Documents student learning over time to
  determine progress and
• intervention effectiveness
• Involves a formative evaluation process
• Analyzes repeated data collections of
  student performance (2-3x per wk)
• Provides tiered interventions based on student
  need

91
Progress Monitoring

• Successful progress monitoring includes
• A well-defined behavior
• A measurement strategy
• Identification of students current level of
  performance (baseline)
• Intervention
• Goal
• Graph
• Decision-making plan

92
Progress Monitoring

• The team sets goals based on the diagnostic
  data and sets a goal line on a graphic
  representation depicting the desired rate of
  progress a student needs to reach the goal from
  the current baseline. The students baseline is
  plotted along with the class benchmark and takes
  into account other students typical rate of
  progress.

93
Progress Monitoring

• Two decision rules
• If there are three or four consecutive data
  points below the goal for the students
  performance at the end of a pre-determined time,
  a change in instructional strategies is needed
• If there are three or four consecutive data
  points above the goal line , the performance goal
  for the student is too low and needs to be raised.

94
Curriculum Based Measurement
95
How Do You Know They Are Learning?

• Curriculum Based Measurements
• (CBM)
• Formative Assessments
• Progress Monitoring

96
What are Curriculum Based Measurements (CBMS)?

• CBMs are a set of data collection tools derived
  directly from the curriculum that the student is
  expected to learn.

97
Benefits of Curriculum Based Measurements

• Allows for graphic representation of progress
• Allows teachers to identify specific curriculum
  deficiencies and instructional strategies
• Aids teachers increasing superior student
  achievement

98
Benefits of Curriculum Based Measurements

• Aligns instruction and assessment
• Fosters data-driven instruction
• Aids students motivation by students plotting
  their progress
• CBM is directly tied to the curriculum

99
RTI and theConnection to Multicultural Education
100
Multicultural Education

• Culturally Responsive Teaching is using the
  cultural characteristics, experiences, and
  perspectives of students with diverse backgrounds
  as conduits for teaching more effectively (G.
  Gay, 2002).

101
Multicultural Education

• RtI activities incorporate an understanding of
  each students ethnic and cultural
  characteristics and how these contribute to a
  childs unique educational profile

102
Multicultural Education

• The W-JCC goal is to frame multicultural
  education using best practices to help students
  and teachers succeed in ways that best reflect
  their cultural styles and values. This will
  impact classroom instruction, school climate, and
  community involvement.

103
Components of Multicultural Education

• Professional Development
• Instruction
• School Climate
• Community Outreach

104
Multicultural Professional Development Topics

• Culturally Responsive Classrooms
• The Achievement Gap
• Cultural Styles
• Attitudes, Beliefs, and Values
• Teaching Styles

105
Multicultural Pedagogy

• Rigorous Curriculum
• Relevance of Lessons Learned
• High expectations for all students
• Instruction is Student Centered
• Involve Students in Goal Setting
• Provide for Student Recognition
• Appreciation for learning styles

106
Framing a Multicultural School Climate

• Relationships of Trust
• Caring
• Communication
• Courageous Conversations
• Community
• Celebrating Cultures and Student Success

107
Framing Community Outreach

• Parental Involvement
• Teaching/Learning for Parents
• Volunteerism and Mentoring
• Learning in the Home

108
Elementary School Plan
109
Response to Intervention Three Tiers of
Instruction Elementary School Plan

• Tier I gtWhole School -entire school understands
  and uses research-based instructional strategies.
• Tier IIgtSmall Group -entire faculty understands
  and uses research-based instructional strategies
  and can deliver appropriate intervention
  strategies. In addition, specialists provides
  supplemental services.
• Tier IIIgtIndividual Student -student receives
  supplemental services based on the School RTI
  Teams individual learning plan that includes
  professionals responsible for the learners
  success.

110
Year One Elementary Level

• Identify your school intervention team
• Administer universal screening instruments in
  fall 2008
• PALS (Grades K-3)
• Stanford Diagnostic Reading and Math
• (Grades 1-5)

111
Year One Elementary Level

• Use research-based instructional strategies for
  all students
• Utilize flexible groupings
• Re-teach as needed using different approaches
• Use common assessments to monitor progress
• Meet in PLCs to discuss students progress

112
Year One Elementary Level

• Use research-based instructional strategies for
  all students
• Analyze benchmark assessments and common
  assessments with students

113
Year One Elementary Level

• School intervention team to meet on a regular
  basis to
• determine interventions for Tier II and Tier III
  students
• coordinate the ordering of materials to use with
  Tier II and Tier III students
• Devise forms for monitoring progress and track
  progress of students

114
Year One Elementary Level

• Meet frequently to analyze CBMs and progress
  monitoring

115
Middle School Plan
116
Response to Intervention - Three Tiers of
Instruction Middle School Plan

• Tier I gtWhole School -entire school understands
  and uses research-based instructional strategies.
• Tier IIgtSmall Group -entire faculty understands
  and uses research-based instructional strategies
  and can deliver appropriate intervention
  strategies.
• Tier IIIgtIndividual Student -student receives
  services based on the problem-solving model of
  the professionals responsible for the learners
  success.

117
Year One Middle School

• Identify your school intervention team
• Administer the Stanford Diagnostic test in
  reading and math for students in grades 6-8
• Use research-based instructional strategies for
  all students

118
Year One Middle Level

• School intervention team determine interventions
  for Tier II and Tier III students
• Schools order materials to use with Tier II and
  Tier III students
• Schedule training on curriculum based
  measurements (CBMs) and progress

119
Year One Middle Level

• Analyze benchmark assessments and common
  assessments
• Meet frequently to analyze CBMs and progress
  monitoring

120
Division Plan
121
Division Plan

• Devise forms to evaluate materials
• Utilize Academic Services to monitor data from
  the schools
• Coordinate training on CBMs and Progress
  Monitoring
• Assist in devising monitoring forms
• Catalog purchase materials
• Evaluate year 1 implementation