Response to Intervention RtI

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Response to InterventionRtI

• An emerging approach to meeting the needs of
  all students

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The RtI Revolution School-wide Reform to
Improve Achievement for All Students
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Response to Intervention

• What is it?
• Why do I care?
• How does it fit with what my school is already
  doing?

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The quality of a school as a learning community
can be measured by how effectively it addresses
the needs of struggling students. --J.
Wright (2005)
Do you agree or disagree with this statement?
Why?
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Think about accommodations/interventions/programs
that are used in your school to help struggling
students.
Ex reading buddies, alternate text, extended
time, etc.
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Think about accommodations/interventions/programs
that are used in your school to help struggling
students.
How do you know they are effective? How do you
monitor student progress?
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What is Response to Intervention (RtI)?

• 'Response to Intervention' is an emerging
  approach to meeting the needs of all students
  that holds considerable promise. It is a dynamic
  problem-solving process. In the RtI model
• A student with academic/behavioral delays is
  given one or more research-validated
  interventions.

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What is Response to Intervention (RtI)?

• 'Response to Intervention' is an emerging
  approach to meeting the needs of all students
  that holds considerable promise. It is a dynamic
  problem-solving process. In the RtI model
• 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.

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What is Response to Intervention (RtI)?

• 'Response to Intervention' is an emerging
  approach to meeting the needs of all students
  that holds considerable promise. It is a dynamic
  problem-solving process. In the RtI model
• 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.

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Why RtI?
2 reasons
Early Intervention and AYP
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• AND
• despite your efforts, there are still many
  children who are at-risk for school failure and
  successful in acquiring basic skills.

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What do we know?

• We know far more about the causes of learning
  disability and reading problems
• We know more about effective instruction
• We know more about the limitations of our current
  systems and have viable alternatives
• We have far better models for data based decision
  making
• We have far better tools to make instruction
  effective

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What do we know?

• It is not so much the issue any longer of what
  works?
• It is an issue of how we deploy it so that it can
  work.

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Unsettling Facts

• Students identified as having LD grew by 150
  between 1975 and 2003

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Unsettling Facts

• Its costing lots of money and it doesnt seem
  to be working.

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Unsettling Facts

• Special education placements tend to stabilize
  the reading growth of students with reading
  disabilities rather than accelerate it. (Vaughn,
  1998, Moody, 2000)
• Students who enter special education 2 years
  below age mates can be expected to maintain
  disparity or fall farther behind.
• Effect size for LD programs is .29 (Reschly)

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What are the 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. It is not a wait to fail
  model.
• 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.

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RtI Core Principles

1. We can effectively teach all children
2. Intervene early through Universal Screening
3. Use a Multi-tier Model of Service Delivery to
   support student learning
4. Use a problem-solving method to make decisions
5. Use research-based, scientifically validated
   interventions/instruction
6. Monitor student progress to inform instruction
7. Use data to make decisions
8. Use assessment for three different purposes

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RtI Core Principles

• Intervene early through Universal Screening
• Research shows that three years of ineffective
  teaching basically dooms a childs opportunity to
  benefit from educational programming
• With effective instruction early and intensively,
  they can make large gains in academic achievement

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RtI Core Principles
Universal Screening
Compared to the Medical Model

• Your doctor obtains baseline data about you
• Blood pressure, blood tests, mammogram
• Doctor does not order a heart catherization as
  preliminary data
• Information is stored and used for future
  comparisons

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RtI Core Principles

• Use a Multi-tier Model of Service Delivery to
  support student learning
• Instruction must be differentiated in both nature
  and intensity

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RtI Core Principles
Multi-Tiered Model of Service Delivery compared
to weight loss program

• Weight loss programs are individualized
• Some include exercise programs, nutrition
  classes, support groups, etc.
• One size fits all does not work

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Limitations to the
test-score discrepancy model

• Requires chronic school failure BEFORE
  remedial/special education supports can be given.

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Limitations to the
test-score discrepancy model

• Fails to consider that outside factors such as
  poor or inconsistent instruction may contribute
  to a child's learning delay.

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Limitations to the
test-score discrepancy model

• A severe discrepancy between test scores
  provides no useful information about WHY the
  student is doing poorly academically.

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Pyramid of Interventions Core Interventions

• Options that are provided to students as a part
  of the general curriculum with specific intent

Comprehensive/School Wide Interventions Tier 1
80
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TIER 1 Benchmark/Schoolwide Benchmark/Core
Reading Programs 1. Rigby Literacy (Harcourt
Rigby Education, 2000) 2. Trophies (Harcourt
School Publishers, 2003) 3. The Nations Choice
(Houghton Mifflin, 2003) 4. Macmillan/McGraw-Hill
Reading (2003) 5. Open Court (SRA/McGraw-Hill,
2002) 6. Reading Mastery Plus (SRA/ McGraw-Hill,
2002) 7. Scott Foresman Reading (2004) 8. Success
For All (1998-2003) 9. Wright Group Literacy
(2002)
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Pyramid of Interventions Strategic
Interventions

• Targeted interventions focus on students who MAY
  need more assistance

Targeted Interventions Tier 2
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Comprehensive/School Wide Interventions Tier 1
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TIER 2 Strategic Strategic/Supplemental Reading
Programs Early (Soar to) Success (Houghton
Mifflin) Read Well (Sopris West) Reading Mastery
(SRA) Early Reading Intervention (Scott
Foresman) Great Leaps (Diamuid, Inc.) REWARDS
(Sopris West) Ladders to Literacy (Brookes) Read
Naturally Peer Assisted Learning Strategies
(PALS)
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Pyramid of Interventions Intensive
Interventions
Tier 3

• Intense and often individualized interventions
  are for the smallest group of students with the
  most extreme needs

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Targeted Interventions Tier 2
Comprehensive/School Wide Interventions Tier 1
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TIER 3 INTENSIVE Reading Programs Corrective
Reading (SRA) Language! (Sopris West) Wilson
Reading System Reading Mastery Earobics
(phonics/phonemic awareness Cognitive
Concepts) Great Leaps/ Read Naturally
(Fluency) REWARDS (Fluency, Comp. and Vocab. in
Plus Program) Soar to Success (comp.)
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How 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.
  Tier I is the lowest level of intervention and
  Tier III is the most intensive intervention level.

Universal intervention Available to all
students Example Differentiation, Multiple
Grouping formats to meet student needs, guided
reading,
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, computer based instruction,
interventionist
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,
Sec. 504, Title I, Reading Recovery, more
intensive instruction
Tier III
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Pyramid of Interventions
5
5
1-5
1-5
5-10
5-10
15
15
80
80
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Vignette
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Tier I
Start of school year for all students, 5-8 weeks
General education teacher provides whole and
small group differentiated core instruction in
the general education classroom to address needs
of at-risk students who have been identified
through universal screening measures.

• Using assessment data to identify individual
  student needs
• Tailoring core instruction to individual needs
• Matching support materials to individual needs
• Teaching flexible, targeted small groups (13,
  15) changing membership based on student
  progress, interests and needs

What it is
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Tier I
Start of school year for all students
Start of school year for all students, 5-8 weeks
General education teacher provides whole and
small group differentiated core instruction in
the general education classroom to address needs
of at-risk students who have been identified
through universal screening measures.

• Using only whole-class instruction
• Using small groups that never change
• Using the same reading text with all students
• Using the same independent seatwork assignments
  for the entire class

What it is NOT
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Tier II
8-12 weeks
A decision is made that a student needs the
support of Tier II. The student continues to
receive differentiated core instruction in the
general education classroom in addition to
increased intensive support of Tier II
interventions.

• Approximately 20 of students need more support
• Takes place in general education classroom
• Research based, 11, small group or technology
  assisted instruction to support and reinforce
  skills
• Monitored weekly or bi-weekly

Facts
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Tier II
8-12 weeks
A decision is made that a student needs the
support of Tier II. The student continues to
receive differentiated core instruction in the
general education classroom in addition to
increased intensive support of Tier II
interventions.

• Fidelity checks, that include monitoring
  techniques (observation, self-reporting, rating
  scales, interviews, student work samples, student
  assessments)
• Monitored by administrators, Interventionists,
  Spec. Ed. staff
• Parents are informed of interventions

Facts
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Tier II
After 8-12 weeks in Tier II
Students progress has been closely monitored.
Throughout the 8-12 weeks the RtI team should
review and analyze progress monitoring results
with a view to the following options

• If student made sufficient progress, return to
  core instruction
• Still use universal screening
• Continue differentiated core instruction

If
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Tier II
After 8-12 weeks in Tier II
Students progress has been closely monitored.
Throughout the 8-12 weeks the RtI team should
review and analyze progress monitoring results
with a view to the following options

• If student is making progress but is still behind
  his/her grade level expectations, provide another
  round of Tier II (8-12 weeks) and continue to
  monitor progress
• Repeat the intervention
• Change to another research-based, scientifically
  validated intervention

If
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Tier II
After 8-12 weeks in Tier II
Students progress has been closely monitored.
Throughout the 8-12 weeks the RtI team should
review and analyze progress monitoring results
with a view to the following options

• If student is not progressing, or progressing
  very slowly, consider the student for more
  intensive intervention in Tier III
• The times frames described are not exact and may
  be adjusted depending upon the needs of each
  student

If
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What do schools have to systematize under the
RtI model?

• A structured format for problem-solving.
• Knowledge of a range of scientifically based
  interventions that address common reasons for
  school failure.
• The ability to use various methods of assessment
  to monitor student progress in academic and
  behavioral areas.
• Align Current Intervention Assessment Efforts
  With 3-Tier Model.

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What will RtI Require?

• Conversations between grade levels, departments,
  General Ed and Spec. Ed
• Collaboration on research-based practices
• Monitoring student progress
• Systems approach to all teaching

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What will RtI Require?

• Building Intervention Teams
• Align Current Intervention Assessment Efforts
  With 3-Tier Model

The Classroom Teacher is
the most highly qualified person to assess
and work with students.
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Response to InterventionRtI

• An emerging approach to meeting the needs of all
  students