Response to Intervention Tier 1

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Response to InterventionTier 1

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

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Foundational Principle

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

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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

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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

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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

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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.

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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

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Our Campus Definition of High Quality Instruction
and Intervention
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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)

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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.

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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?

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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.

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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.

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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.

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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.)

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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

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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.

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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.

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Response To Intervention
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Foundational Principle

• Evidence, not opinion
• Prevention and early intervention pedagogy,
  programs, instruction and materials should
• be based on trustworthy scientific evidence.

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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
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Assessment and Instructional Grouping
Spring Universal Screening
Fall Universal Screening
Winter Universal Screening
Established Universal
Score
Emerging - Strategic
Deficit - Intensive
Time
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Assessment and Instructional Grouping
Benchmark 1
Benchmark 2
Benchmark 3
Established - Universal
Score
Time
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Problem Solving Model in Practice

Helping Children Learn ...Helping Teachers Teach
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Tier 1

• Process at Tier 1 is to develop teacher skills in
  differentiation of instruction to meet needs of
  all students in classroom.

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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
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Instruction
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Curriculum
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Curriculum
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Environment
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Learner
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Learner
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Learner
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Learner
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Learner
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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

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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

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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

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Differentiated Instruction

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

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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

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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

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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

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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.

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RTI TeamMeeting Process
Student Assessment
Research-Based Interventions
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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

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What is quality instruction?

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

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Multiple Influences on Learning(Gravois,
Gickling Rosenfield, 1999)
(50-60)
Prior Knowledge
Student
MatchSuccess
Instruction
Task
(25-35)
(5-15)
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Influences on LearningHigh Achievers
(80-90)
Prior Knowledge
Student
MatchSuccess
Instruction
Task
(5-10)
(5-10)
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Influences on LearningLow Achievers
(10-20)
Prior Knowledge
Student
MatchSuccess
Instruction
Task
(40-45)
(40-45)
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Tier 1 DocumentationCore Curriculum

• 3 Times Per Year (After Universal Screening)
• Complete Curriculum-Instruction-Environment-Learne
  r-Documentation
• Problem Solving Meeting Documentation

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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

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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

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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

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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

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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

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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?

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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

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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?

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