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Response to Intervention Tier 1

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Title: Response to Intervention Tier 1


1
Response to InterventionTier 1
  • A power point presentation from
  • Andrea Ogonosky, Ph.D. Principals Academy
    Workshop
  • July 28, 2009

2

Foundational Principle
  • Each and All-- To teach all children to learn, we
    must teach each child to learn.

3
Response to Intervention
  • The educational approach known as Response to
    Intervention, or RtI, began to gain momentum in
    2001, when the Learning Disabilities Summit,
    sponsored by the U.S. Department of Education,
    endorsed its use for identifying learning
    disabilities. This endorsement-along with the
    subsequent passage of both the No Child Left
    Behind Act of 2001 (NCLB) and the Individuals
    with Disabilities Education Improvement Act of
    2004 (IDEA)propelled RtI onto a national level
    in the field of education.
  • The Response to Intervention Handbook Moving
    from Theory to Practice, Andrea Ogonosky, 2008 p.1

4
GOAL
  • The goal of RtI is to improve academic outcomes
    for all students by intervening early when any
    student shows signs that he or she is struggling.
    Data are gathered so that instruction is matched
    to the individual student and so that
    research-based interventions focus on the unique
    needs of the struggling learner. The students
    progressthat is, his or hers response to the
    interventions--is monitored and is used in making
    decisions about strategies for the students
    success.
  • The Response to Intervention Handbook Moving
    from Theory to Practice, Andrea Ogonosky, 2008
    p.1

5
What is RtI?
  • Response to Intervention (RtI) is the practice of
    providing high-quality instruction and
    intervention 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. RtI should be used for making
    decisions about general, compensatory and special
    education, creating a well-integrated system of
    instruction/ intervention guided by child outcome
    data.1
  • 1 NASDSE and CASE White Paper on RtI (May 2006),
    p 2-3

6
High Quality Instruction / Intervention Activity
  • Please close your eyes for a few moments and
    listen as I ask you to walk the halls of a high
    quality instructional/intervention campus.

7
A Portrait of a High Quality Instruction and
Intervention Campus
  • You may now open your eyes.
  • You will work in small groups and draw a picture
    / pictures that illustrate/s what you saw and
    heard as you walked the halls of the imaginary
    campus that portrayed high quality instruction
    and intervention
  • You have 5 minutes to complete this activity.
  • When you are finished your drawing, please hang
    your picture on the wall.
  • Materials Post-it sheet per group and colored
    markers

8
Our Campus Definition of High Quality Instruction
and Intervention
9
High quality instruction/intervention is defined
as
  • Instruction or intervention, matched to student
    need that has been demonstrated through
    scientific research and practice to produce high
    learning rates for most students.2
  • 2 Response to Intervention Policy Considerations
    and Implementation, NASDSE, Inc (2006)

10
Core Characteristics of RtI
  • All children can be taught using high-quality
    instruction in the general education setting.
    This belief is communicated daily in schools
    across America with the slogan commonly displayed
    on doors and windows All children can learn.
  • Intervention occurs early, when learning and
    behavior problems are small. It is easier (and
    more effective) to intervene using universal,
    research-based strategies when a problem is first
    developing than to wait until larger deficits
    require more intense forms of intervention.
  • To meet the instructional and behavioral needs of
    students, applying graduated levels of
    interventions, or tiers of interventions, is
    crucial.
  • Tier 1 applies to all students
  • Tier 2 and 3 apply to students who need greater
    levels of intervention.

11
Problem- Solving Method
  • Problem solving method has been highly effective
    in helping to clearly define student needs and to
    match those needs to instructional strategies and
    interventions. Using this method for making
    decisions includes asking hierarchy of questions
    whose answers are driven by data
  • 1. Is there a problem? If so, what is it, and why
    is it happening?
  • 2. How can we use the curriculum to solve the
    problem?
  • 3. What interventions can we use to solve the
    problem? How can we implement them?
  • 4. Did the interventions work? Or do we need to
    try something else?

12
Data Based
  • All decisions are data-based. This is a critical
    feature and the one that is probably the most
    difficult to implement with fidelity. This
    feature requires that all systems for ongoing
    assessment be in place.
  • Fidelity- The degree to which something is
    carried out as designed, intended, or planned.

13
RtI Process
  • The RtI process allows a district to monitor the
    progress of all students to ensure the
    effectiveness of its entire educational program
    and to address the needs of struggling students
    based on specific data. It is not just part of
    the pre-referral process for special education.
    It is a process for all students.

14
Texas Commissioners Rules
  • The Texas Commissioners Rules require that
  • Referral of students for a full and individual
    initial evaluation for possible special education
    services shall be a part of the districts
    overall, general education referral or screening
    system. Prior to referral to special education
    students experiencing difficulty in the general
    education classroom should be considered for all
    support services available to all students, such
    as tutorial remedial compensatory response to
    scientific, research-based intervention and
    other academic and behavioral support
    services.19 TAC 89.1011.

15
Congress
  • Like the curriculum, Congress identified the need
    of teacher training to be derived from
    scientifically based research.3 Teachers are
    expected to use peer reviewed and evidence based
    strategies, to recognize different learning
    styles and to vary their style and method of
    instruction to meet the needs of all students.
    Effective curriculum, teaching and use of
    resources should lead to 80-85 of the students
    meeting state-approved grade level standards.4
    (This percentage is based on all students. Thus,
    the failure to screen students with Limited
    English Proficiency or students in special
    education will result in an under-estimation of
    students receiving adequate instruction in Tier
    1.)

16
What does it take to meet the needs of 100 of
the students 100 of the time?
  • Use assessment to drive instruction
  • Use data to make decisions
  • Monitor student progress to inform instruction
  • Use a problem solving approach to make decisions
  • Intervene early
  • Use a collaborative model of service delivery
    (shared responsibility)
  • Use research-based instruction

17
Organizing Principles
  • Earlier rather than later -- Prevention and early
    intervention are supremely more effective and
    efficient than later intervention and remediation
    for ensuring reading success.

18
Organizing Principles
  • Schools, not just programs -- Prevention and
    early intervention must be anchored to the school
    as the host environment and primary context for
    improving student outcomes.
  • Evidence, not opinion -- Prevention and early
    intervention theory, programs, instruction and
    materials should be based on trustworthy
    scientific evidence.

19
Response To Intervention
20
Foundational Principle
  • Evidence, not opinion
  • Prevention and early intervention pedagogy,
    programs, instruction and materials should
  • be based on trustworthy scientific evidence.

21
Were aiming to help children establish
trajectories toward success
Trajectory- the path a projectile makes under
the action of given forces such as thrust, wind
and gravity. --Encarta World English
Dictionary
22
Assessment and Instructional Grouping
Spring Universal Screening
Fall Universal Screening
Winter Universal Screening
Established Universal
Score
Emerging - Strategic
Deficit - Intensive
Time
23
Assessment and Instructional Grouping
Benchmark 1
Benchmark 2
Benchmark 3
Established - Universal
Score
Time
24
(No Transcript)
25

Problem Solving Model in Practice

Helping Children Learn ...Helping Teachers Teach
26
Tier 1
  • Process at Tier 1 is to develop teacher skills in
    differentiation of instruction to meet needs of
    all students in classroom.

27
Tier 1
  • Consultation Between Teacher and Parent

Define the Problem
Informal discussion focusing on behaviors of
concern
Evaluate
Develop a Plan
Parent and teacher determine effectiveness and
need for additional resources
Anecdotal documentation
Implement Plan
Parent and teacher gather information and monitor
28

29
Instruction
30
Curriculum
31
Curriculum
32
Environment
33
Learner
34
Learner
35
Learner
36
Learner
37
Learner
38
Tier 1
  • Observations are conducted to ensure fidelity of
    instruction
  • Teachers are responsible for implementing
    strategies and interventions in the classroom
  • Team reconvenes to evaluate the efficacy and
    fidelity of the changes

39
Analyze and Review Core Curriculum
  • Evaluate data trends for sub populations
  • Review Scope and Sequence
  • Is curriculum accessible to ALL students?
  • Fidelity of use of Core standards

40
Identify Research Based Interventions
  • TIER I Core Classroom Instruction ALL Students
  • DIFFERENTIATED INSTRUCTION
  • Foundational Research Multiple Intelligences,
    Brain-Based Learning, Cooperative Learning,
    Marzano Classroom Instruction Techniques
  • Differentiate Content, Process, Product,
  • and Environment
  • Management Strategies Tiered Assignments,
    Flexible Grouping, Anchor Activities
  • Kilgos Level of Questioning
  • Thinking Maps
  • ARI/AMI

41
Differentiated Instruction
  • Foundational Research
  • Multiple Intelligences (Gardner)
  • Brain-Based Learning (Jensen)
  • Cooperative Learning (Kagen Kagen)
  • Classroom Instruction (Marzano)

42
Differentiated Instruction
  • Content
  • What s taught (TEKS, District Scope and Sequence)
  • Concentrate on concepts, thoughts, skills by
    increasing the complexity of learning
  • Process
  • How it is taught
  • Learning styles based upon different processing
    styles
  • Product
  • How learning is demonstrated
  • Tangibles, such as student reports, debates,
    actions
  • Environment
  • Physical and Emotional
  • Behavior management. Physical arrangement,
    classroom management

43
Tier 1 Differentiated Assessments
  • Classroom
  • Student products reflecting teacher feedback on
    student progress
  • Common Assessments
  • Designed by campus level departments or grade
    level teams
  • Universal Screening
  • Developed and adopted by district
  • State Assessments
  • TAKS

44
Classroom Management(Tomlinson Heathcox)
  • Tiered Assignments
  • Lessons are designed by student readiness,
    ability level
  • Flexible Grouping
  • Grouping according to learning needs
  • Anchor Activities
  • Independent seat work while teacher is working
    with a small group

45
Team Process The Basics
  • Maintain confidentiality.
  • Hold meetings in a timely manner
  • Display agenda during meeting
  • Set clear time limits.
  • Is responsive to staff and student needs.
  • Access and use auxiliary personnel and
  • other appropriate resources.
  • Have members that represent a variety
  • of experience and expertise knowledge
  • of classroom management, curriculum
  • and instruction, and student motivation.
  • Continue to stretch and grow.

46
RTI TeamMeeting Process
Student Assessment
Research-Based Interventions
47
3 Major Considerations for Problem Solving and
Data Analysis
  • Where in the RTI process should problem solving
    occur?
  • What constitutes effective problem solving?
  • How does data analysis relate to effective
    problem solving

48
What is quality instruction?
  • Intensive
  • Quality
  • Instruction
  • Quality/ Individualized/ Documented/Interventions
  • Quality Classroom Instruction
  • How do we define quality instruction?

49
Multiple Influences on Learning(Gravois,
Gickling Rosenfield, 1999)
(50-60)
Prior Knowledge
Student
MatchSuccess
Instruction
Task
(25-35)
(5-15)
50
Influences on LearningHigh Achievers
(80-90)
Prior Knowledge
Student
MatchSuccess
Instruction
Task
(5-10)
(5-10)
51
Influences on LearningLow Achievers
(10-20)
Prior Knowledge
Student
MatchSuccess
Instruction
Task
(40-45)
(40-45)
52
Tier 1 DocumentationCore Curriculum
  • 3 Times Per Year (After Universal Screening)
  • Complete Curriculum-Instruction-Environment-Learne
    r-Documentation
  • Problem Solving Meeting Documentation

53
Tier 1 DocumentationStudent Support
  • Case Manager Problem Solving Specification Sheet
  • Tier 1 RtI Fidelity Checklist
  • RtI Classroom Observation Form
  • Baseline Social/Emotional Worksheet
  • Tier 1 Case Manager Update Form

54
Observations
  • Instruction Setting, Systematic, Anecdotal
  • Effective teaching practices, teacher
    expectations
  • Antecedents, Behavior, Consequences
  • Effective teaching practices
  • Curriculum
  • Implemented with fidelity
  • Environment
  • Setting Analysis Physical environment (seating
    arrangement, equipment, lighting, furniture, and
    behavior management. Also look at demographics
    of peer group

55
Observations
  • Environment
  • Systematic Observation Peer performance for
    standard of situationaly and developmentally
    appropriate and interaction patterns
  • LEARNER
  • Anecdotal recording nature of concern, patterns
    of learning and behavior, response to
    interventions as reflected in progress
    monitoring.
  • Systematic observations Nature and dimensions
    of target areas of concern
  • Response to interventions as reflected in task
    engagement, interaction with instructional level

56
Tier 1 Implementation
  • Instruction and interventions are delivered with
    fidelity
  • Staff Development to enhance Tier 1 instruction
    is provided
  • RtI team meetings are established and published
  • RtI team problem solves using observations and
    consultations
  • Classroom observations with feedback are
    implemented
  • Universal Screening is collected
  • RtI team reviews data

57
Tier 1 Implementation
  • Ensure core instruction includes effective
    practices for struggling students
  • Assist teachers in identifying ways to adapt
    instructions and monitor performance
  • Provide assistance and resources to teachers
  • Support RtI team efforts for consultation and
    feedback
  • Use data to drive problem solving process

58
Ensure Tier 1 Fidelity
  • Use district-wide/AYP data to determine
    performance of students in same grade/class
  • Is the curriculum effective?
  • Determine target student level of access to
    curriculum
  • Are research based instructional strategies being
    used?

59
Tier 1 Fidelity
  • If curriculum is effective and student had
    consistent access, move to Tier 2
  • If curriculum is not effective, improve core
    curriculum
  • If curriculum is effective but student has not
    had access (e.g, attendance, mobility), increase
    exposure to curriculum and monitor progress

60
Identify Assessments
  • What are the different types of assessments your
    district/campus use for decision making?
  • Have teachers been trained?
  • What is being used to ensure fidelity?

61
Accountability Must Be Reciprocal
Meaning The system invests in capacity
development in return for more accountable
performance.
Elmore, 2002
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