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RESPONSE TO INTERVENTION

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RESPONSE TO INTERVENTION Information Session for Elementary Principals August 5, 2008 Lori Duerr and Sandy Meyers Delaware Department of Education – PowerPoint PPT presentation

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Title: RESPONSE TO INTERVENTION


1
RESPONSE TO INTERVENTION
  • Information Session
  • for
  • Elementary Principals
  • August 5, 2008
  • Lori Duerr and Sandy Meyers
  • Delaware Department of Education

2
What is Response to Intervention (RTI)?
  • Effective Educational Practices for All
  • RTI is the practice of providing high-quality
    instruction and intervention matched to student
    need, monitoring progress frequently to make
    decisions about change in instruction or goals
    and applying child response data to important
    educational decisions. RTI should be applied to
    decisions in general, remedial and special
    education, creating a well-integrated system of
    instruction/intervention guided by child outcome
    data.
  • (NASDSE, 2005)

3
Core Principles of RTI
  • We can effectively teach all children
  • Use research-based, scientifically validated core
    instruction with fidelity
  • Use assessment data to inform instructional
    decisions (variety of data including screening
    and progress monitoring)
  • Use a problem solving method to make decisions
    within a multi-tier model of service delivery
  • Use research-based, scientifically validated
    interventions matched to student need with
    continuous progress monitoring
  • Intervene early
  • Use data as part of the evaluation process for
    determining eligibility for special services

4
RTI
  • First.
  • Look at how system addresses student needs
  • It is our responsibility to identify the
    curricular, instructional, and environmental
    conditions that enable learning
  • Before.
  • Looking to the individual learner to explain why
    students are struggling

5
  • Tier III
  • Students with insufficient progress in
  • Tier I/Tier II
  • Sustained Intensive Interventions
  • Possible Special Education Identification
  • for students with insufficient progress
  • with Tier III interventions

Three Tiered Model
5
  • Tier II
  • Students with insufficient
  • progress in Tier I
  • Group and individual
  • research-based
  • interventions

Increasing Support
15
  • Tier I
  • All Students
  • Core Class Instruction

Special Services
80 of Students
6
Advantages of Multi-tiered Approaches
  • Provides instructional assistance in a timely
    fashion
  • Helps ensure a students poor academic
    performance is not due to poor instruction or
    inappropriate curriculum
  • Informs teacher and improves instruction because
    assessment data are collected and closely linked
    to interventions
  • Serves students who require little intervention
    as well as students who require long term
    intervention
  • Matches level of support to student need
  • Informs instructional needs for special education
    decisions
  • Allows for exit from special education when
    appropriate based on ongoing measurement of
    progress and response to intervention

7
Why RTI?
  • Implementation of RTI is predicated on effective
    practices in general education classroom
  • Students can not be identified as having a
    learning disability if their difficulty is due to
    a lack of instruction
  • Programs need to be research-based and
    implemented as designated
  • Prevention-oriented
  • RTI requires a way of thinking about
    instruction, academic achievement, and individual
    differences that makes it impossible to implement
    without fully involving general education
    (Technical Assistance Paper, ODE, p. 2)

8
  • Delaware
  • Regulations
  • on
  • RTI
  • Effective Date June 11, 2008
  • (reflects changes to the
  • August 11, 2007
  • RTI Regulations)

9
RTI Phase-In
  • RTI required for reading in elementary grades
    will begin with 2008-2009 school year
  • RTI required for math in elementary grades will
    begin with a schedule determined by DDOE
  • RTI required for secondary will begin with a
    schedule determined by DDOE
  • Students who are already eligible for special
    education will not have to be evaluated under RTI
    until their next required reevaluation

10
General requirements
  • DOE-approved rubrics must be used to select
    programs of instruction and Tier 2 and Tier 3
    interventions for reading and mathematics
  • Most interventions at all Tiers occur in the
    general education classroom
  • Fidelity of implementation of instruction and
    interventions and adherence to the core
    curriculum are critical
  • 80 rule and school based team review

11
General Requirements
  • All elementary students will be screened at least
    three times per year
  • First screening for at risk students within 2
    weeks of beginning of school
  • Screening for all students shall be regularly
    spaced throughout the school year
  • All students at risk at the secondary level will
    be screened at least three times per year
  • Screening for all students shall be regularly
    spaced throughout the school year
  • Screening instruments will be norm referenced or
    curriculum based
  • Progress monitoring instruments must be
    curriculum based

12
TIER 1
  • Students not at benchmark on any screening
  • At or below 25 percentile on norm referenced
    assessment or designated cut point on curriculum
    based measure
  • Provide Tier 2 interventions in addition to core
    program
  • Between 25 percentile on norm referenced
    assessment or designated cut point on curriculum
    based measure and benchmark
  • School based team reviews program and progress
  • At least 6 weeks of Tier 1 interventions
  • Progress monitor every two weeks

13
TIER 2
  • Weekly progress monitoring
  • Small group
  • At least 90 minutes per week
  • No less than 2 sessions per week
  • At least 6 weeks of Tier 2 interventions
  • For students identified in need of intervention
    in both reading and math, instructional support
    teams will design intervention for no less than
    120 minutes

14
TIER 2 (continued)
  • If no progress, or insufficient progress, after 6
    weeks of Tier 2 interventions, then Instructional
    Support Team reviews
  • Additional assessments?
  • Changes in instruction or behavioral
    interventions?
  • Child requires Tier 3 interventions?
  • If no progress, or insufficient progress, after
    12 total weeks of Tier 2 interventions, child
    moves to Tier 3 interventions

15
TIER 3
  • Weekly progress monitoring continues
  • Smaller group than Tier 2
  • At least 150 minutes per week
  • No less than 4 sessions per week
  • At least 6 weeks of Tier 3 interventions
  • For students identified in need of intervention
    in both reading and math, instructional support
    teams will design intervention for no less than
    180 minutes

16
TIER 3 (continued)
  • If after 6 weeks of Tier 3 interventions (for a
    total of 18 weeks of intervention)
  • progress is made, but child is not on trajectory
    to meet end-of-year benchmarks, then
    instructional support team reviews
  • Additional assessments?
  • Changes in instruction or behavioral
    interventions?
  • Refer for special education evaluation?
  • Child has made no progress, then instructional
    support team refers the child for special
    education evaluation
  • If after 6 additional weeks of Tier 3
    interventions (for a total of 24 weeks)
  • progress is made, but child is not on trajectory
    to meet end-of-year benchmarks, then
    instructional support team refers the child for
    special education evaluation

17
FLEXIBILITY BETWEEN TIERS
  • System permits students to move between tiers of
    intervention based on progress toward benchmarks
    and instructional support team review
  • Special education re-evaluations available to
    permit students to move between general and
    special education

18
Delaware RTI at a Glance
  1. Tier I implementation of scientific,
    research-based core curriculum aligned with
    Delaware Content Standards
  2. Differentiated instruction matched to student
    need
  3. Tiers II and III of increasingly intense
    scientific, research-based interventions matched
    to student need
  4. Instructional intensity addressed through
    duration, frequency and time of interventions,
    group size, and matched instructor expertise to
    student need

19
Delaware RTI at a Glance
  1. Individual problem-solving model and standardized
    intervention protocol for intervention tiers
  2. Screening and progress monitoring to assess
    entire class progress and individual student
    progress
  3. Explicit decision rules for assessing learners
    progress
  4. Fidelity measures to assess consistency of
    instructional methods, curriculum, interventions,
    and assessment

20
Putting it All Together
  • Working as a Team to Maximize Resources
  • Outcomes for Students
  • Curriculum (Programs and Materials)
  • Ensuring comprehensive coverage to essential
    literacy and math skills
  • Use of research-based targeted programs
    (Supplemental and Intervention) for specific
    students or to fill needs of groups of students
  • Instruction
  • Coordinating instructional resources (Title,
    Special Education, ELL, etc.)
  • Incorporating differentiated instructional
    practices
  • Prioritizing and protecting instructional time
    (sufficient time for students needing additional
    support)
  • Strategic use of grouping to maximize learning
  • Assessment
  • School-wide Screening Progress Monitoring
  • Evaluating benefits for students, classrooms,
    schools and districts
  • Professional Development

21
  • Role of the Administrator

22
Administrators Role System Level
  • Establish an environment where all staff believe
    all students can learn at high expectations
  • Design a master schedule that includes equitable
    distribution of students, uninterrupted reading
    and math blocks, common planning, interventions,
    and specialists schedules
  • Adopt a school-wide data management system for
    monitoring student assessment data and
    interventions
  • Establish a problem-solving team to address needs
    of students
  • Share school data regularly
  • Budget funds to support RTI
  • Monitor RTI system within the school success plan

23
Administrators Role Tier 1
  • Adopt scientifically researched-based reading and
    math core curricula
  • Ensure teachers receive high quality professional
    development with the core programs
  • Implement a consistent and on-going fidelity to
    the core monitoring system
  • Adopt a universal assessment tool to assess all
    students three times a year
  • Adopt a progress monitoring tool to assess all
    students not at benchmark
  • Ensure teachers receive high quality professional
    development with assessment tools
  • Participate in teacher professional development

24
Administrators Role Tier 2 and Tier 3
  • Adopt scientifically researched-based reading and
    math interventions
  • Ensure interventionists receive high quality
    professional development with interventions
  • Implement a consistent and on-going fidelity to
    the intervention monitoring system
  • Ensure students receive specified number of
    minutes in interventions
  • Participate in problem-solving team process

25
  • Role of the
  • Classroom Teacher

26
Universal Screening for the Classroom Teacher
  • View objectively how your entire class is doing
    on specific skills
  • Determine objectively and regularly the deficit
    areas and skill performance in order to match
    interventions
  • Set goals in measurable ways
  • Track how whole class and individuals are
    progressing throughout the year and not waiting
    until the big test to determine how students
    are doing
  • Share objective data with parents and other
    professionals on the progress of individual
    students

27
Tier I Instruction for the Classroom Teacher
  • Screen students three times a year
  • Provide high quality instruction using a
    scientific researched core curriculum
  • Differentiate instruction
  • Progress monitor students every two weeks who
    fall between 25 (or cut point) and benchmark
  • Provide intervention
  • Participate as a member of a collaboration team
    such as a grade level or content area team to
    discuss instructional strategies and review data
  • (LRP Publications, 2006)

28
Tier II Instruction for the Classroom Teacher
  • Continue to implement the core curriculum
  • Present data to instructional support team when
    data supports ineffectiveness of the six week
    Tier I intervention
  • May be the primary interventionist of Tier II
    interventions
  • May be primarily responsible for weekly progress
    monitoring to determine effectiveness of
    intervention plan
  • Participate as member on instructional support
    team/problem-solving team while student is on
    intervention plan
  • (LRP Publications, 2006)

29
Tier III Instruction for the Classroom Teacher
  • Continue to implement the core curriculum
  • Continue to be primary educator responsible for
    students education
  • Work collaboratively with primary interventionist
  • Continue as member on instructional support
    team/problem-solving team while student is on
    intervention plan
  • (LRP Publications, 2006)

30
Progress Monitoring for the Classroom Teacher
and/or Interventionist
  • Collect data every two weeks at Tier I and weekly
    at Tier II and Tier III
  • Calculate weekly improvement rate by determining
    difference between current baseline and end of
    the year benchmark
  • Graph results
  • Plot progress monitoring points
  • As part of the instructional support
    team/problem-solving team, make decisions about
    progress and intervention plan
  • Mark graph if change in intervention plan
  • Share objective data with parents and other
    professionals on the progress of individual
    students
  • (LRP Publications, 2006)

31
  • Role of the
  • Specialist

32
Specialists and Support Staff
  • Psychologists
  • Special Education Teachers
  • Reading Specialists
  • Math Specialists
  • Minner Reading Teachers
  • Minner Math Teachers
  • Speech Language Pathologists
  • Title I Teachers
  • Library Media Specialists
  • Paraprofessionals
  • Teacher-to-Teacher Cadre

33
Variety of Roles for Specialists and Support
Staff (not exhaustive)
  • RTI Coordinator
  • RTI Coach
  • Administrator of Universal Screening Tool
  • Administrator of Progress Monitoring Tool
  • Tier I, Tier II, and/or Tier III Interventionist
  • Instructional Support Team Lead or Member
  • Data Coach
  • Professional Development Lead/Provider

34
  • Effective
  • School-wide
  • Reading Program

35
Critical Elements of Effective Reading Program
  • Consistently implemented, high quality initial
    classroom instruction and follow-up small-group
    instruction that is well-differentiated according
    to student needs.
  • Use of student performance data to guide
    instruction and allocate instructional resources.
  • Resources to provide interventions for struggling
    readers.

36
  • Fidelity of
  • Implementation

37
How will we know we are implementing with
fidelity?
  • Standards for Judging High Quality Implementation
  • Vision stated and shared
  • Staff member roles defined
  • Resources provided
  • Process defined
  • Purpose of Fidelity Checks
  • Identify areas of strength on which schools can
    build
  • Identify areas of deficiency that need to be
    remediated

Mellard Johnson, 2008
38
How will we know we are implementing with
fidelity?
  • Outcomes
  • Fidelity of implementation of the process at the
    school level
  • Consistency of component implementation across
    classrooms and grade levels
  • Degree to which selected primary, secondary and
    tertiary interventions are empirically supported
  • Fidelity of implementation at the interventionist
    (e.g. teacher) level (e.g. training, ability to
    delivery)
  • Methods
  • Direct Assessment (e.g. observations)
  • Indirect Assessment (e.g. self-reports,
    interviews)
  • Manualized Treatments (e.g. step-by-step guides,
    checklists)

Mellard Johnson, 2008
39
How will we know we are implementing with
fidelity?
  • Dimensions
  • Content how much (e.g. adherence, exposure)
  • Process how well (e.g. quality of delivery,
    student response)
  • Frequency
  • Experience level of interventionist
  • Request for support
  • Class/group performance on screening and progress
    monitoring
  • Outcomes
  • Supports
  • Supportive v. punitive
  • Professional Development
  • Partnerships/Collaboration among staff
  • Resource allocation (e.g. time, materials, social
    structure, role change)

Mellard Johnson, 2008
40
  • Challenges/Opportunities

41
RTI is a collaborative and systemic approach to
addressing the needs of all students.
42
  • Thank you
  • Sandy Meyers
  • smeyers_at_doe.k12.de.us
  • Lori Duerr
  • lduerr_at_doe.k12.de.us
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