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Response to Intervention

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Title: Response to Intervention Author: USER Last modified by: USER Created Date: 8/18/2006 3:26:21 PM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: Response to Intervention


1
Response to Intervention
  • Grand Rapids Public Schools
  • August 18, 2009

2
Contact information
  • Terri Metcalf
  • MiBLSi Regional Coordinator for Kent and Ottawa
    ISDs
  • tmetcalf_at_oaisd.org
  • 738-8940 ext 4112
  • www.cenmi.org/miblsi

3
What to expect . . .
  • What is response to intervention or RtI?
  • History and background
  • RtI and Behavior
  • Overview of Schoolwide Positive Behavior Support
  • Resources and next steps

4
What is RtI?
  • Background knowledge and importance

5
What is response to intervention?
  • Response to intervention is . . .
  • Response to intervention is not . . .
  • Special education eligibility
  • Pre-referral model
  • Tier 2 pull-out
  • Just for reading
  • Just for learning disabilities
  • DIBELS
  • RtI
  • RTI
  • Three-tier model
  • Problem solving model
  • The Triangle model

6
RtI is . . .
  • . . .the practice of providing high-quality
    instruction and interventions matched to student
    need, monitoring progress frequently to make
    decisions about changes in instruction or goals
    and applying child response data to important
    educational decisions.
  • NASDSE, RtI Policy Considerations and
    Implementation, 2005 (emphasis added).

7
Core Principles of an RtI Framework
  • We can effectively teach all children.
  • Intervene early.
  • Use a multi-tier model of support.
  • Use a problem-solving method for decision making.
  • Research-based interventions/instruction to the
    extent available.
  • Monitor student progress to inform instruction.
  • Use data to make decisions.
  • Use assessment for different purposes.
  • NASDSE, RtI Policy Considerations and
    Implementation, 2005

8
How does this tie into POL?
9
Why change, why now?
  • Research
  • Legislation

10
Research
11
Converging evidence shows that most children
can be taught to read at grade level
  • 201 randomly selected children from five
    elementary schools serving children from mixed
    SES and ethnic backgrounds were followed from the
    beginning of first grade to the end of fourth
    grade.
  • Children who scored low on phonemic awareness and
    letter knowledge at the beginning of first grade
  • Started with lower skills
  • Made less progress
  • Fell further and further below grade level as
    they progressed from first through fourth grade.

12
Early Screening Identified Children At Risk
5
4
High Score (low risk) on Screening
Reading grade level
3
2
Low score (high risk) on Early Screening
1
1 2 3 4
Grade level corresponding to age
13
Instruction is What Matters!
  • Four years later, the researchers went back to
    the same school.
  • Two major changes were implemented
  • First, a research-based comprehensive reading
    program was implemented for all students, and
  • Second, children at risk for reading difficulty
    were randomly assigned to a control group(no
    special intervention) or to a group receiving
    substantial instructional intervention.

14
Four years
5.2
5
4
Low Risk on Early Screening
3
Reading grade level
2.5
2
At Risk on Early Screening
1
1 2 3 4
Grade level corresponding to age
15
Legislation
16
Legislation
  • Reauthorization of Individuals with Disabilities
    Act (IDEA)
  • Became effective October 13, 2006
  • Incorporated new requirements for identifying
    students with learning disabilities
  • Allow districts to consider a childs response
    to scientific, research-based intervention as
    part of evaluation process 300.309(a)(2)(i)
  • Shortened to response to intervention or RtI

17
RtI is a Well-Child Program for Education
  • Health Care
  • Infant screenings
  • Annual check-ups
  • Comparison to developmental standards
  • Immunizations
  • Use of research-based standard protocol
    treatments for common problems
  • Hypothesis testing as part of evaluation
  • Referral for specialist care if needed
  • Education
  • Standardized screening
  • Three yearly check-ups
  • Comparison to local and national benchmarks
  • Use of research-based instruction for general
    education instruction
  • Hypothesis testing as part of curriculum and
    assessment practices
  • Referral to special education only if progress in
    other instruction is not made

18
Where did this come from???
  • We have been using components of RtI for a long
    time e.g. progress monitoring measures,
    differentiated instruction, etc.
  • Flipping systems from everyone is assumed to be
    ok until they arent to screening and
    intervening right away

19
Multi-Tiered Support
All Students in School
20
What has been the national impact of RtI and
schools?
  • 32 of districts expect full implementation of
    RtI by 2010
  • 47 of districts have a defined RtI process
    53 do not
  • 71 of districts report that implementation is
    led by general education or a joint general
    ed/special ed effort
  • 84 of districts report implementation for
    reading, 53 for math and 44 for behavior
  • CASE Survey, 2008

21
ELEVATOR TEST What is RtI?
  • Write a brief (30-60 second) description of RtI
  • Share with a partner

22
What about behavior?
23
Relationship between behavior and reading
  • Children of the Code A Social Education Project
  • http//www.childrenofthecode.org/

24
Big Ideas to Improve Behavior
  • Specify appropriate behavior
  • Teach appropriate behavior
  • Monitor behavior
  • Encourage appropriate behavior
  • Correct inappropriate behavior
  • Use data to problem solve

25
Identifying Behavior Expectations
  • Big Ideas
  • People need to know what is expected of them
  • Identify small number of expectations that are
    comprehensive that reflect the schools values
  • Make the expectations observable

26
Consider your impressions of this school
School Rules NO Food NO Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
27
Defining Behavior Expectations
  • Behavior expectations must be defined in each
    setting
  • Definitions should be positively stated
  • Definitions should be observable
  • Use simple, concrete language
  • NEVER assume that the students will understand
    what we mean

28
Portage Community High School
South Range
Holland Heights Elementary
Westwood School
29
Transform broad school-wide Expectations into
specific, observable behaviors.
30
Teaching Behavior Expectations
  • Big Ideas
  • Learning what to do socially is just like
    learning what to do academically
  • Proactively teach pro-social behaviors
  • Create opportunities for reviewing expectations
    throughout school year

31
Process for Teaching Behavioral Expectations
  • Define the Expectation
  • Provide a Rationale
  • Teach the Critical Discrimination
  • Demonstrate Appropriate Behavior
  • Demonstrate Unacceptable Behavior
  • Practice telling the difference with multiple
    examples
  • If there is a signal teach the signal (when
    should the appropriate behavior occur?)
  • Have everyone practice the appropriate behavior
  • Acknowledge students for demonstrating
    appropriate behavior

32
Teaching Behavior Expectations in HallwayEast
Elementary
Presentation By grade, students will file into hallway. Facilitator will announce expectation to the group, define it, and discuss the rationale. Volunteers will then demonstrate the incorrect way to act safe and respectful in the hallway (e.g., touching and pushing others, looking around and not paying attention, talking in line, and turning around looking and talking to other students.) Students that are observing will rate the performance by holding up pre-made signs that either say, wrong way or right way. A set of students will then demonstrate the expectation the right way (e.g., walking with hands at sides and feet to self, watching where class is going, no talking, looking straight ahead.) Students will then be asked to hold the signs up again. Volunteers will be acknowledged with reinforcers (pencils/erasers). Practice Each individual class will be asked to demonstrate. The remaining class(s) will rate the demonstrating classroom with performance cards. Reinforcement Provide specific verbal praise to students after practice session. After completion of training, each student will get a punch on the card with the school-wide settings listed 1) hallway, 2) bathroom, 3) lunchroom, 4) bus, 5) playground, 6) LMC, 7) Assembly. When all settings have been trained, the card will be worth a snow cone or free popcorn. Follow-up Plan Daily, for the first three weeks of school, teachers provide precorrections (reminders about what the hallway expectations are as part of transition to specials, re-entry after recess, and dismissal). Weekly, next four weeks of school. Students will be reinforced with tickets. A video will be created to show students as needed for reinforcement.
Materials Needed Facilitator for lesson, Volunteers to do skit (classroom teachers for particular grade levels, Kim, Miriam, Special teachers), Performance cards, Video recorder, tickets, punch cards, and reinforcers.
33
Build Reward Systems
  • Systems for Acknowledging Appropriate Behavior.
  • Students should be acknowledged regularly (at
    least every 2 weeks)
  • 5 to 1 ratio of positive to negative
  • Always build toward independence
  • move from other delivered to self-delivered
  • move from frequent reward to infrequent
  • move from concrete to natural
  • Build on person-to-person relationships

34
Many schools use a ticket system
Cherokee High School
  • Tied into school
  • expectations
  • Specific feedback on
  • students behavior
  • Provides visible acknowledge of appropriate
    behavior for student
  • Helps to remind staff to provide acknowledgements

High School Students involved in Colorado PBS
35
Effective Discipline System
  • Use negative consequences to
  • Minimize natural rewards for problem behavior
  • Prevent escalating interactions
  • Allow instruction to continue
  • Build predictable, consistent negative
    consequences
  • Do not expect negative consequences alone to
    change behavior.

36
Data Tools
  • Big Ideas
  • Data should be easy to collect and use
  • Evaluate and regularly act on student behavior
    outcome data
  • Regularly collect process data and use this to
    guide and improve implementation efforts

37
The School-Wide Information System
  • Web-based information system designed to help
    school personnel to use office referral data to
    design school-wide and individual student
    interventions.
  • Provides school personnel with accurate, timely
    and practical information for making decisions
    about discipline systems

www.swis.org
38
Example from Mulick Park
39
Teaching Tolerance article
  • Article on school using Positive Behavior Support
    model

40
RtI Resources and next steps
  • How can I find additional information on the
    components of RtI?

41
Additional Resources
  • MiBLSi (Michigans Integrated Behavior and
    Learning Support Initiative) Webpage
  • www.cenmi.org/miblsi
  • OAISD Early Intervention Webpage
  • www.oaisd.org/earlyintervention
  • RtI resources page
  • Links to additional websites on RtI screening
    and progress monitoring assessments intervention
    ideas and lesson plans

42
Helpful websites
  • The RtI Action Network
  • www.rtinetwork.org
  • National Center on Response to Intervention (RTI)
  • www.rti4success.org
  • Schoolwide Positive Behavior Support
  • www.pbis.org
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