Brenda LeBrasse, Executive Director for Student Achievement and School Accountability and RtI Progra

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PAVESNP Pre-Conference February 28, 2009
Response to Intervention (RtI) as an Organizing
Framework in Colorado

• Brenda LeBrasse, Executive Director for Student
  Achievement and School Accountability and RtI
  Program Director
• Colorado Springs School District 11
• Colorado Springs, Colorado

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Session Objectives
A Beginning Look at Applying an RtI Framework
RtI across Levels of a System RtI Efforts in
Secondary Schools Fremont Carver Russell
Holmes Palmer Connections to CTE
Connections to Special Education and Transition
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Response to Intervention (RtI)
COMPASS High Achieving School District
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District Goal become a data driven culture so
that we can be responsive to the learning needs
of all students using the response to
intervention model (RtI).
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Success for ALL Students
Response to Intervention An Instructional
Framework to Increase Student Learning and Close
the Gap
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Board Policy
PLAN 100 of D-11 sites will fully implement
the RtI model by August 2009
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IDEIA 2004 removes the requirements of the
significant discrepancy formula for learning
disabilities classification based on I.Q. tests
and requires that states must permit districts to
instead adopt alternative models including the
Response to Intervention (RTI) model.
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Response to Intervention
Rationale Fletcher (1998) maintains that the
current model for identification is a wait to
fail approach that often doesnt get needed
education services to students with disabilities
proactively

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Response to Intervention Model
Process
Consideration for SLD
HIGH
Tier 3Intensive Two additional 30 min sessions
per day
Tier 2 Strategic/Targeted Interventions Four 45
min. sessions/wk
Intensity of Treatment
Tier 1Universal Interventions Core Instruction
Monitoring Frequency/Degree of Unresponsiveness
to Intervention
LOW
HIGH
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District 11 Multi-Tiered Model of Instruction and
Intervention
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Six Major Components
Leadership Curriculum and Instruction School
Climate and Culture Problem Solving
Process Assessment and Use of Data Family and
Community Involvement
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• Principals and District Leadership understand
  embrace the essential components
• Prioritize resource allocation to support the
  effort
• Guide the implementation through significant
  systemic changes
• Provide professional development
• Establish a long term commitment of resources and
  time

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Curriculum Instruction (2.0 Strategic Planning)

• A three-tiered system designed to meet the needs
  of ALL students
• Curriculum based on state standards
• Researched based high quality instruction

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School Climate Culture (5.0 Human Resource
Focus)

• Positive school climate
• Respectful responsible behaviors actively
  taught encouraged
• Continuum of PBS available to all students
• Displays of appropriate social behavior are more
  likely
• Rates of rule violating behavior minimized
• Academic engagement achievement maximized

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Positive Behavior Approach (PBS) (5.0 Human
Resource Focus)

• School-wide common approach to discipline
• Positively stated expectations for all students
  and staff
• Procedures for teaching expectations to students
• A continuum of procedures for encouraging
  demonstration and maintenance of these
  expectations
• A continuum of procedures for discouraging
  rule-violating behavior
• Procedures for monitoring and evaluating the
  effectiveness of the discipline system on a
  regular and frequent basis

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• Develop academic and behavior intervention
  strategies
• Ensure that interventions are implemented with
  fidelity
• Full collaboration among a team of professionals
  along with parents
• Use of data to guide decisions and frequently
  monitor progress

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• Identify academic and behavioral needs of
  individual students
• Inform the problem-solving process
• Design and modify instruction to meet student
  needs
• Evaluate the effectiveness of instruction at
  different levels of the system

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• Sharing information
• Problem-solving
• Celebrating student success
• Central to effective partnership is the
  recognition of shared responsibility and shared
  ownership of student challenges and successes.

Family Community Involvement (3.0 Student
Stakeholder Focus)
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Putting RtI into Practice System-Wide

• RtI Tools
• Chris Carlson, Principal
• Fremont Elementary

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Fremonts Response to Intervention
Reading Tiers of Academic Interventions
2/16/2009

• Tier I Universal Practices Classroom Teachers
• Analyzing Data to Drive Instructional Practices
• Standards-based Curriculum/Pacing Guides
• Short Cycle Assessments and Progress Monitoring
• Professional Learning Communities
• Grade Level Action Plans
• Best Practices
• Differentiated Instruction
• Flexible Grouping Based on Need
• -Pre-Assessment
• -Scaffolding Instruction
• PDSA/Posted Learning Targets
• Marzano Classroom Instruction That Works
• -Identifying Similarities and Differences
• -Summarizing/Note Taking
• -Non-Linguistic Representations
• -Reinforcing Effort / Providing
  Recognition
• -Questions, Cues, Advanced Organizers

• Tier II Targeted Interventions
• All strategies in Tier I plus
• Flooding Model in Classrooms Reading
• Additional instructional support Tutoring
  Program,
• LTE, LRT, and SPED.
• AimsWeb Intervention Lines/Probes
• Track Projection Lines
• AimsWeb Probes MAZE
• SuccessMaker Reading
• Initial Reading
• Readers Workshop
• Fidelity of Treatment (4x/week 20 min/day)
• Orton Gillingham
• 3rd/4th At Risk Students w/SPED
• Pikes Peak Literacy Strategies
• Phonemic Awareness
• Phonics

• Tier III - Intensive Interventions
• All strategies in Tier I II plus
• Tutors working in classrooms
• Additional instructional support for intensive
  students in 1st5th grade.
• Intensive Building of Background
• Knowledge
• Modeling of Writing
• Writing Dictation
• Increased use of AimsWeb
• Probes for Reading/Writing/
• Spelling
• Grouping/Categorization of
• Concepts or Ideas into the
• Smallest Units
• Orton-Gillingham (3rd-5th)
• StoryTown
• Intensive Intervention Kit
• Controlled Readers

All Tiers Strategy 1 Set objectives provide
immediate feedback Post learning targets Assist
students in developing personal learning goals
Strategy 2 Reinforce effort and provide
recognition motivating students to higher levels
of achievement
Increasing Frequency, Intensity, Duration
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Putting RtI into Practice System-Wide
Meeting the needs of all kidsRTI at Carver

• Carver Elementary School
• Cynthia Martinez, Principal

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Tutoring Schedules
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Success Maker / Study Island / Read Naturally
Success Maker Schedule
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Closing the Achievement Gap
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Putting RtI into Practice System-Wide
Empowering the Wonder Years RtI at the Middle
Level

• Russell Middle School
• Jeanice Kerr-Swift, Principal

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3-Tiered Philosophy Framework
Small reading, math, writing intervention
groups LANGUAGE! Instruction READ 180
Tier 3 Intensive
Math Intervention Classes Reading
Intervention Classes Spiral support in CORE
classrooms
Tier 2 Strategic
Tier 1 Universal
SOLVE - Common problem-solving format used
schoolwide across all classrooms Math Mates
Spiral Curriculum RACE - Common short,
constructed response format used schoolwide
across all classrooms Extended writing
schoolwide common writing rubric
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Planning for a Three-Tiered Design

• Designing/Improving Tiers of Intervention
• Build from schools strengths
• Design for a menu/options approach
• Alternative instructional format is best
• Kid-friendly, age appropriate, elective
• Interventions should fly first class
• Schedule students in prior to begin of year, if
  possible

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Russell Middle School Proficient
Advanced CSAP Composite

RMS refines problem-solving process
RMS begins RtI three-tier implementation
RMS begins intervention system
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Putting RtI into Practice System-Wide
Maximize Middle School to Maximize Results

• Holmes Middle School
• Brenda LeBrasse, Principal

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Academic Improvement Plan PDSA
Plan Do The teacher
will -Use best instructional
practices to increase student
learning. Study Act
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TIER I UNIVERSAL CORE CURRICULUM INSTRUCTION
Focus
All students grades 6 - 8
Scientific-based instruction and curriculum
emphasizing mastery of content standards
Program
Grouping
Differentiated Instruction w/ flexible grouping
Time
60 minutes per day
Baseline Spring CSAP NWEA-MAP Tests (Measures
of Academic Progress), Quarterly Short-Cycle
Assessments
Assessment
Interventionist
General education teacher
General education classroom
Setting
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Tier One

• Best Practices
• Plan-Do-Study-Act
• McREL Strategies
• Pre-AP Strategies
• Cornell Notes
• Socratic Seminar
• Differentiation
• Writing Practices
• Common Writing Rubric
• Looking at Student Work
• Six Trait Step Up to Writing
• Word Walls
• Extended Writing
• IVF Summaries

• Data Folders/Analysis
• Root Causes
• Individual Literacy Plan
• Pikes Peak Literacy Strategies
• Other Best Practices
• TEST READY Materials
• CSAP Released Items RtI Referral Process
• Interactive Readers/ Daybooks
• Math Mates
• Double Accelerated
• Extended Time
• 504 Accommodations

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Tier One

• Core Curriculum not just the reading series or
  textbook an aligned, standards-based curriculum
  delivered through a coherent use of
  textbook/reading series, supplemental materials,
  etc.
• Best Practices Culturally Responsive
  instruction, McRels Classroom Instruction that
  Works, SIOP, Pikes Peak Literacy Strategies, SpED
  adaptations and modifications, Ruby Payne
  principles, etc.

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When Interventions in the Classroom Do Not
Produce the Desired Results
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The Problem-Solving Process
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Response to Intervention

• Key Questions
• What is the problem?
• Why does the problem exist?
• What should be done to address the problem?
• Did the intervention work whats next?
• Tilley,et al (1998)

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The Problem-Solving Process Let's take a quick
look!
Reference CDE 2009 Training Video and Manual
The Problem-Solving/Consultation Process and
District 11 Problem Solving Team Video
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TIER II STRATEGIC INSTRUCTION

• When should Tier II instruction start?
• ASAP after student identification via
  assessments
• Baseline All students scoring U or PP on
  CSAP (Reading and/or Math)
• Benchmark Quarterly/Common/Short-cycle
  Assessments
• All new students are benchmark tested
• Recommendation by Intervention Team
  (Problem-Solving)
• How long is a round of Tier II instruction?
• One round 10 weeks (approx. 50 sessions).
• After each round
• Exit Tier II ?
• Another round of Tier II ?
• Entrance to Tier III ?
• Referral to Intervention Team (Problem Solving)?

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TIER II STRATEGIC INSTRUCTION
Students not proficient with Tier I efforts as
documented by assessment
Focus
Specialized, scientifically based program(s)
targeting area of need and ability level.
Program
Homogeneous small group instruction (16 to 112)
Grouping
45 minutes per day in addition to regular 60
minutes of core instruction
Time
Progress monitored biweekly (or more) on target
skill to ensure adequate progress
Assessment
Classroom teacher, SPED teacher, specialized
reading/math tutor, etc.)
Interventionist
May be the regular classroom, computer lab
dependent upon intervention available resources
Setting
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Tier Two

• Advancement via Individualized Determination
  (AVID)
• Success Maker
• 9 Good Habits
• 504 Accommodations
• Individual Literacy Plan
• Academic Improvement Plan
• RtI Referral Process

• Sheltered Instruction Operating Protocol (SIOP)
• Jamestown Critical Reading
• Study Island
• Scholastic Reading XL
• Proficiency by Design (Gifted Talented)
• Summer School
• Moving with Math
• Manipulatives
• APXD Science

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When Do Interventions Occur?

• Essential Skills
• Exploratory Periods
• Before/After School

Sample Schedule
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When Do Interventions Occur?

• Essential Skills

• Exploratory Periods

• Before/After School

Sample Middle School Schedule
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TIER III INTENSIVE INTERVENTION

• How are students selected for Tier III?
• After two rounds of Tier II instruction and
  sufficient progress not attained.
• After one round of Tier II
• instruction if student shows a
• marked lack of progress
• Previous Tier III instruction
• Recommendation of the
• Intervention Team

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Tier Three - Intensive

• Reading / Writing
• IEPs
• ILPs
• Corrective Reading
• Success Maker
• Barbara Wise Linguistics
• Academic Improvement Plan
• Promotion/Retention

• Mathematics
• IEPs
• Success Maker
• Corrective Math
• Academic Improvement Plan
• Promotion/Retention

• AIMsweb Curriculum Based Measures (CBMs)
• ELL - Sheltered Instruction Operating Protocol
  (SIOP)

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TIER III INTENSIVE INTERVENTION
Students with marked difficulties - have NOT
responded adequately to Tier I and Tier II efforts
Focus

Sustained, intensive, scientifically-based
reading/math program(s) emphasizing the critical
elements for students with difficulties or
disabilities
Program
Grouping
Homogeneous small group instruction (15)
Minimum of two 30 - 45 minute sessions per day in
addition to 60 minutes of core instruction.
Time
Weekly progress monitoring on target skill to
ensure adequate progress and learning
Assessment
Specialized personnel (SPED teacher, specialized
reading/math teacher, school psychologist, etc.)
Interventionist
May be the regular classroom, computer lab
dependent upon intervention available resources
Setting
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TIER III INTENSIVE INTERVENTION
When do students exit Tier III? A student is
ready to exit the intervention when he or she has
reached benchmark on the targeted
skills Note Continuous close monitoring
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What Interventions Do You Have?

• At your table discuss the following
• What interventions do you have in place in your
  District or System to ensure success for all of
  your students?

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Percent Proficient/Advanced on CSAP - Reading/Math
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Average PA in Math and Reading/FRL
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Putting RtI into Practice System-Wide
Closing the Achievement Gap at High School

• Palmer High School
• Tom Kelly, Principal

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• Current Tier 2
• Read 180
• Academic Literacy
• HSS
• A Team (science and social studies directly
  supported by Academic Literacy)
• 9th thru 11th Grade Math Tutorial
• Short-cycle math and reading assessments for
  tutorial students
• Fundamentals Classes
• SSS (Student Success Skills.counseling
  department)
• Tutoring Center
• Truancy Review Board
• PreVent Team
• Child Study
• Saturday Grade Recovery Program
• English Credit-Recovery class (sem. 2)
• Sept. 26 Parent-Teacher conferences

• Current Tier 3
• Pull-outs (social skills, counseling/sw consults)
• Corrective Reading
• CBI/CFS
• 504
• IEP
• Successmaker (math and reading)

• Current Tier 1 (in classroom)
• RICA
• WAC
• Thinking Maps
• Best Practices (McREL) strategies
• Differentiated Instruction

• Other Tier 1 (out of classroom)
• Summer Institute
• AE
• PLC
• Link Crew
• After school tutoring
• Focus on relationships
• Positive and consistent non-negotiable and
  Positive Behavior Support (PBS) being implemented
• Teachers contact/conference with parents

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Improve Student Achievement/Learning

• Intention Measurable, Informed, Targeted
• Procedure PDSA- Pick 10 students
• Outcome Meaningful learning/teaching goals,
  collaborate with colleagues, affect student
  growth.

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Palmers Intervention Schedule 2008-2009
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Data Folders

• Longitudinal data of student work.
• To be reviewed by administrator with each staff
  member quarterly.
• Based on reading writing, science and math
  scores.

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STUDENT PDSA TEMPLATE NAME________________________
______CONTENT_______________DATE_____
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How to Inform Your Goals

• MAP
• CSAP
• Lexile
• ACT
• Zangle
• Student Learning Survey
• Department Short Cycle Assessments

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Students that need extra support!

• Problem Solving Team

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Finding Key Reports In EASy

• http//cssd11.schoolnet.com/Authentication.aspx?mo
  deloginreferrerhttp3a2f2fcssd11.schoolnet.co
  m2fmain.aspx

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Achievement Sample

• Achievement goal
• Im going to look at the factors that might
  predict student success in honors chemistry
  class. Specifically, Im going to monitor the
  progress of students who are currently in my
  class that would be considered at risk for
  underachieving students who have not scored
  proficient or above on CSAP science and/or CSAP
  math, who did not receive a recommendation from
  their previous science teacher, those who earned
  unsatisfactory grades (D, F) in their last
  science and/or math class, and those who have
  attendance issues. (I may also look at MAPS
  testing.) Comparing these risk factors to actual
  performance will tell me if there is a connection
  between the two. If so, I will work at designing
  an intervention for said students, whether that
  be weekly check-ins, mandatory study sessions,
  etc. The goal being to improve the success rate
  (as indicated by class grades) of students
  enrolled in honors chemistry.
• 4.1 The teacher collects and uses data to improve
  class and individual student performance.
• Im going to work at integrating best practices
  with the use of technology. I now have access to
  an incredible variety of technology (clickers,
  Interwrite tablets, ceiling mounted projection
  system, document projector, VoiceThread,
  podcasting, web-site, CBL technology, new
  software, etc.) that I need to learn how to use
  and then how to use it most effectively
  reflecting best practices.
• 8.0 The teacher incorporates best practices into
  the classroom learning system.

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Relationship Sample

• Relationship goal
• Im going to work on improving my relationships
  with students through the use of technology and
  chemistry journals. Specifically, I think the use
  of technology will improve students interest in
  the course content and will help motivate them to
  achieve. One aspect of the chemistry journal will
  be providing the students the opportunity to
  reflect upon their learning and provide feedback
  to me as a teacher and to themselves as learners.
• 3.2 The teacher builds positive relationships
  with customers.
• 3.3 The teacher monitors student and stakeholder
  satisfaction.
• 5.2 The teacher involves and educates students to
  be leaders in improving their class learning.

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Math Success for Quarter 1
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9th Grade Math D/F Total Success rates and
Success rates for those selected for Tutoring
Center Support
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Best Hopes

• Reduction in Credit Deficiency
• Increased Graduation Rates
• Increased Test Scores (CSAP, MAPS, Common
  Assessments)
• Early, preventative intervention ideally means
  less restrictive measures
• Continued Collaboration with PLCs to respond to
  data

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Rigor/Relevance For All Students
International Center for Leadership in Education

• Dr. Willard R. Daggett

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Knowledge Taxonomy

• 1. Awareness
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

International Center for Leadership in Education

• Dr. Willard R. Daggett

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Application Model

• 1. Knowledge in one discipline
• 2. Application within discipline
• 3. Application across disciplines
• 4. Application to real-world predictable
  situations
• 5. Application to real-world unpredictable
  situations

International Center for Leadership in Education

• Dr. Willard R. Daggett

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Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application

• Dr. Willard R. Daggett

International Center for Leadership in Education
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Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
International Center for Leadership in Education

• Dr. Willard R. Daggett

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Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

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B
A
1
1
2
3
4
5
International Center for Leadership in Education

• Dr. Willard R. Daggett

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• What is the connection to Career Tech Education?

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Pennsylvania Career and Technical Education

• Dr. Willard R. Daggett

International Center for Leadership in Education
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Lexile Framework for Reading Study Summary of
Text Lexile Measures
Interquartile Ranges Shown (25 - 75)
1600
1400
1200
Text Lexile Measure (L)
1000
800
600
High School Literature
College Literature
High School Textbooks
College Textbooks
Military
Personal Use
Entry-Level Occupations
SAT 1, ACT, AP
International Center for Leadership in Education
Dr. Willard R. Daggett
Source of National Test Data MetaMetrics
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• What are the connections to Special Education and
  Transitions?

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SLD Eligibility Determination

• Total of 5 interventions targeting specific
  area(s)
• 4 total interventions at Tier 1 and Tier 2
• non-response after 4-7 data points for each
  intervention

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SLD Eligibility Determination

• 1 intervention at Tier 3 indicating
• Non-response after minimum of 6 data points
• Realistically, 3 4 of the population is LD
  (per Batsche 10/08)

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Documentation ofNon-Response

• Evidence of non-responsiveness
• Interventions and data points
• 4 to 7 data points per intervention
• Necessary to give interventions a chance to
  work
• RtI Learning Plan (EASy)
• AIMSweb
• Chartdog.com
• Excel

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Targeted Assessments

• Purpose of targeted assessments to collect
  information to better select next intervention
  for their students weakness area(s) and to begin
  to consider exclusionary factors.
• Request written parent permission for
  screening/targeted testing on D-11 RtI form.

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Exclusionary Factors

• Consider targeted assessments to rule out
  exclusionary factors
• visual disability, hearing disability, motor
  disability, cultural factors, significant limited
  intellectual capacity, significant identifiable
  emotional disability, environmental or economic
  disadvantage, limited English proficiency
• Data not due to lack of appropriate instruction
  in reading and math, as well as, limited English
  proficiency
•  

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• Making the shift to a new paradigm, like RtI,
  does not simply involve accepting a new set of
  skills. It also involves giving up certain
  beliefs in favor of others.
• -George Batsche

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RtI References

• www.interventioncentral.com
• www.aimsweb.com
• www.dww.ed.gov
• www.disciplinehlep.com
• www.pplsp.org
• www.studentprogress.org
• www.pbis.org
• www.rtinetwork.org
• www.cde.state.co.us/RtI/ToolsResourcesRtI.htm
• www.ideapartnership.org/
• www.nadese.org
• www.fcrr.org

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Questions Comments
Contact Information Brenda LeBrasse
lebrabb_at_d11.org 719-520-2146 www.d11.org/rti