R.T.I.

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R.T.I.

• Response to Intervention
• Response to Instruction

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The RTI Process

• Goal of RTI
• Increase student success
• Mission of RTI
• Support success for ALL students
• Key
• Problem solving approach

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Goal

• Positive outcomes
• for ALL learners
• Deficit VS Disability
• Fewer student referrals
• for Special Education

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Mission

• Proactive prevention and intervention activities
• Provide a continuum of instructional supports
• Make all educators responsible for all children
• Focus on positive outcomes
• Engage students and their families in the
  educational process

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Key Aspects of RTI

• Problem solving approach to identify
• concerns.
• Evidence-based curriculum, interventions, and
  methods.
• Ongoing screening and progress monitoring.

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What will change if..

• Our aim for RTI is
• to identify children with LD or disabilities?
• We use the disjointed core and supplemental
  curriculum and instruction?
• We view Title I and special education as a place
  for intervention?

The answer ZERONothing in fact we could INCREASE
the number of children in special education. M.
Beebe-Frankenberger 2006
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What RTI is
NOT

• RTI is NOT
• A stand alone special education initiative
• A means for getting more students into special
  education
• A method for increasing or decreasing special
  education numbers
• Focused primarily on disability determination
  (aka discrepency model)
• documented through a checklist

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What RTI IS

• RTI is
• An initiative that supports general education
  school improvement goals
• Intended to help as many student as possible meet
  proficiency standards without special education
• A method to unify general and special education
  in order to benefit students through greater
  continuity of services
• Focused primarily on effective instruction to
  enhance student growth
• M. Beebe-Frankenberger 2006

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What will changeif our focus is to

• Aim for RTI as a process to identify and support
  the learning enabled?
• Use research based core and supplemental
  curriculum and instruction programs and methods?
• View Title 1, special educators and support staff
  as experts supporting expert general education
  teachers?
• M. Beebe-Frankenberger 2006

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What will change

• EVERYTHING
• In fact,
• we will DECREASE the number of children we
  identify for special education
• AND
• INCREASE the number of children who are
  successful!

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Response to Instruction
What does this mean to YOU?

• Changes in How we do business in schools!
• 1. RTI establishes a continuum of instructional
  support for students
• 2. Prevents failure
• 3. Decreases the effect of disability

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Response to Instruction

• Focus is on OUTCOMES for all students through
• Evidence-based curriculum, instructional methods
  and interventions.
• School-wide screening for progress
• Formative assessment to monitor progress

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Response to Instruction

• Supports teachers
• Provides continuum of instructional supports

Requires strong leadership
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Research on RTI

• Supporting a new model
• Earlier identification of students
• Through
• a problem-solving approach rather than by an
  abilityachievement discrepancy formula.

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Research on RTI

• The RTI approach has the potential to
• Eliminate the wait to fail situation that
  occurs in the current special ed. discrepancy
  model.

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Research on RTI

• Under an RTI approach
• Students may receive specialized interventions
  at a much earlier point in their schooling.
• Considerably in advance of any determination of
  special education eligibility (Vaughn Fuchs,
  2003).

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Research on RTI

• The RTI approach has the potential to
• Reduce the number of students needing special
  education services
• One goal of the RTI approach is to distinguish
  Learning Disability from Learning Deficit

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Research on RTI

• Case Studies
• University of Pittsburg Model
• Control group had 15 identified for special
  education
• RTI group (three tiers) only 8 were later
  identified for special education
• Boones Mill Elementary
• Before implementing RTI, ranked 1st in special
  education referrals in the district
• After implementing RTI, ranked last in referrals
• University of Texas Model
• 34 out of 45 students placed in tier II
  interventions made enough gains to exit tier II
  after 30 weeks (or less) of intervention

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Guidelines for change

• federal guidelines for special education
  eligibility should be changed to encourage better
  integrated general and special education
  services. We propose that eligibility should
  ensue when a student exhibits large differences
  from typical levels of performance with evidence
  of insufficient response to high quality
  intervention (NRC Report, pp. 8-22 from
  Pasternack, 2002).
• "President's Commission on Excellence in Special
  Education recommended that the student's
  response-to-intervention be used as an
  alternative or replacement of the IQ-achievement
  discrepancy approach (Gresham, 2002).
• This approach has alternatively been called
• Response to Instruction..RTI

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IDEIAIndividuals with Disabilities Education and
Improvement--2004 Law
IQ achievement discrepancy no longer required
RTI may be used AS A PART of the evaluation but
not as sole method
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IDEIA 2004 Law
use a variety of assessment tools
not use any single procedure
assess cognitive factors
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IDEIA 2004 Law
non discriminatory assessments
valid and reliable assessment
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IDEIA Law Summary

• Ability achievement discrepancy is no longer
  required (not disallowed)
• A variety of assessment tools required

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IDEIA Law Summary cont.

• The use of any single measure or assessment as
  the sole criterion for determining SLD is
• Assessments must not be discriminatory on racial
  or cultural basis
• Definition of SLD remains

not permitted
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History

• Implementation plans started six years ago.
• Wayne Callendar held trainings for school teams.
• Implementation has been frustrating but
  rewarding.
• Nation and statewide efforts
• Leadership team from all buildings started with a
  goal of a Hamilton District consistent process.
• State efforts include 40 school districts.

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The Process is a WORK IN PROGRESS

• In Hamilton K-5 the RTI process must be
• Efficient
• Effective
• Timely
• Utilizing Resources
• CLEAR
• Continually changingYears in the works.

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The Essential Pieces

• School Level
• Curriculum Instruction
• Strong research based CI
• Uninterrupted instructional time block across
  school
• Instructional groups based on performance levels
• Ongoing Assessment
• School wide screening 3 times a year
• Evaluate CI effectiveness
• Identify learning enabled and at risk.
• Reorganize instructional groups

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The Essential Pieces

• Student Level

Supplemental CI Additional instructional time set and flexible dosage Change in the intensity of instruction Strategic Assessment
Progress monitoring measures in place and scheduled. Assess intact and needed skills Assess additional factors Systematic review of data to inform instruction
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Curriculum and Instruction

• All students will receive instruction in the
  research based core program daily.
• This program is aligned with the curriculum.
• According to Research
• Changing curriculum decreases opportunity and
  increases the achievement gap.
• This includes programs that replace the aligned
  program and differ significantly from the core
  program
• Changing instructiondifferentiating--increases
  achievement and helps close the gap.
• The scheduling and support for core instruction
  will be made to meet each buildings needs.
• Considers expertise, staffing, time, materials
  and IS FLEXIBLE.

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RTI Instructional levels of Support
IEP
Intensive Level Specific Strategies
Strategic Level Standard Protocol- Small groups,
skill specific
Core LevelCore curriculum for all students
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Tier 1Core Classroom Instruction

• ALL students are in Tier 1
• Houghton Mifflin is used for all Tier 1 students.
• In general education classroom
• Instruction given by classroom teacher
• Support may be given by others at the direction
  of the classroom teacher.

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RTI Exiting Interventions

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Tier 2Strategic Targeted Intervention Instruction

• These students are still in Tier 1
• Targeted instruction addressing specific needs of
  students
• 5-10 of student population

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Tier 2
Assessing Tier 2 Response Is the student
responding adequately to targeted intervention?
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Tier 3Intensive Targeted Intervention Instruction

• Intensive Targeted Instruction for the most
  at-risk students
• 1-8 of population

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Tier 3
Assessing Tier 3 Response Does the student
continue to need intensive individualized
intervention?
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Data Collection

• SWIS
• Health Plan
• Current examples of classroom performance
• Intervention Tracker
• DIBELS individual report
• GMADE individual report
• Core program assessments
• Attendance record
• School history (transfer, retention, etc.)

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Four Types of Assessment
1 Benchmark Screening

• Involves all children
• Usually administered at set benchmark points
• For example The beginning and middle of the
  school year
• OR
• The end of a unit in a core program.

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Four Types of Assessment
2 Diagnostic

• Helps teachers plan instruction by providing
  in-depth information about students skills and
  instructional needs.

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Four Types of Assessment
3 Progress Monitoring Tier 2 and 3

• Frequent measurement of skill
• to determine if students are making adequate
  progress
• or are in need of more intervention to achieve
  grade-level reading outcomes

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Four Types of Assessment
4 Outcome Based

• A bottom-line evaluation of the effectiveness of
  the reading program in relation to established
  performance levels (e.g. end of school year).

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Tools for Teachers

• RTI Tools
• Give Us
• Direction and
• Consistency

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RTI Handbook

• The handbook is an outline of the Districts RTI
  process and policy.
• It is a work in progress.
• Contains flowcharts, forms, parent letters
• Will aid in RTI consistency across the district.

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Assessments

• Dibels
• AIMS
• CRT
• CORE
• Houghton Mifflin Assessments

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Intervention Materials

• Houghton Mifflin Core Reading Series
• HM Extra Support
• Early Success
• SOAR to Success
• Explode the Code
• Read Well
• Earobics
• KPALS/PALS

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Where do we go from here?

• Final process and handbook will be given to board
  for final approval.
• Board policy developed for identifying struggling
  learners.
• Refinement of the process will be ongoing.
• Addition of math, gifted education, and behavior
  as time goes on.
• RTI is offering good education for all of our
  students.

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Hamilton RTI Timeline

• Summer 2008Leadership Team
• 2008-09 School YearLeadership Team formulates
  handbook.
• 2008-09 School YearState RTI work
• Spring 2009Refine handbook in buildings, adopt
  board policy
• Spring 2009Systems change at school and grade
  level
• Fall 2009Fully implement RTI in each building.