Response to Intervention - PowerPoint PPT Presentation

Loading...

PPT – Response to Intervention PowerPoint presentation | free to view - id: 770fee-ODI3Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Response to Intervention

Description:

Response to Intervention A Brief Update on the Work of the NHDOE s RtI Task Force Sandy Plocharczyk New Hampshire School Administrators Association – PowerPoint PPT presentation

Number of Views:103
Avg rating:3.0/5.0
Slides: 43
Provided by: SandyP150
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Response to Intervention


1
Response to Intervention
  • A Brief Update on the Work of the NHDOEs RtI
    Task Force
  • Sandy Plocharczyk
  • New Hampshire School Administrators Association
  • Co-chair of the NH RtI Task Force
  • January 30, 2009

2
Response to Intervention
  • IN BRIEF
  • Instructional model based on educational research
    and rooted in the belief that all children can
    learn
  • Referenced in various articles and research since
    the 1980s
  • Received national attention during the
    reauthorization of IDEA 2004, as a tool for
    assessing and working with struggling learners
  • BUT RTI is not a special education intervention
    or evaluation

3
NHs RtI Task Force - The Beginning
  • In December 2007, a national summit on Response
    to Intervention was held in Arlington, Virginia.
  • Teams from every state in the United States
    attended a variety of presentations and began the
    work that would be continued upon their return
    home.
  • Theory to how-to
  • Beginners t0 Experts

4
NHs RtI Task Force - The Beginning
  • The RtI Summit was a collaborative effort among
  • The Office of Elementary and Secondary Education
    (OESE)
  • The Office of English Language Acquisition (OELA)
  • The Office of Special Education Programs (OSEP)
  • The Institute of Education Sciences (IES)

5
NHs RtI Task Force - The Beginning
  • The national summit set 3 primary goals
  • To gather teams of key State education leaders
    and representatives of selected state affiliate
    organizations to learn about components and
    models of RtI.
  • To assist States in scaling up comprehensive
    models of RtI in their schools and districts.
  • To help States develop a state plan for
    implementing RtI and provide information about
    accessing various federal and state resources to
    assist with implementation.

6
NHs RtI Task Force - The Beginning
  • NHs team was comprised of 11 people
    representing
  • Department of Education administrators and
    consultants
  • Statewide association representatives
    (Principals, School Administrators, NEA-NH,
    AFT-NH)
  • Parent representatives

7
NHs RtI Task Force - The Beginning
  • Step One NHs Team created a vision
  • To have a committed, diverse stakeholder group
    that has a shared unity of purpose for optimal
    student learning.
  • To have a statewide understanding and common
    language for an RtI organizational structure that
    includes universal screening, tiered instruction
    and intervention, and progress monitoring using a
    data driven process.
  • To create a unified structured system for
    building the capacity of entire school
    communities to develop and provide collaborative
    professional development that focuses on the
    understanding and common language of our shared
    vision for optimal student learning.

8
NH RtI Task Force
  • The purpose of the NH-RTI Task Force is to
    provide leadership through a state Response to
    Intervention (RtI) plan for NH school districts
    that supports the understanding and effective
    implementation of an RtI model for all NH
    children.

9
NH RtI Task Force
  • Upon return to NH, the RtI Team began its work
    with facilitators from New England Comprehensive
    Center
  • To date, this group has
  • Broadened and diversified the team and formed the
    NH RtI Task Force
  • Learned new/more information about RtI
  • Formed several work groups to address specific
    tasks
  • Adopted a definition to guide its work in the
    development of an action plan for NH school
    districts

10
NH RtI Task Force
  • Organized and supported by the NHDOE,the RtI Task
    Force is currently preparing a white paper to
    serve as a guidance document to assist NH school
    districts in
  • Understanding the core concepts of RtI
  • Assessing local needs
  • Determining steps needed to implement a
    successful RtI model

11
  • A closer look

12
RtIWhat Is It?
  • Instructional model based on educational research
    and rooted in the belief that all children can
    learn
  • A systems approach to school improvement
  • Not an add on
  • Fundamental restructuring of services and
    resources
  • Takes several years to implement fully
  • Requires several underlying components

13
RtIWhat Is It?
  1. Well designed, guaranteed and viable general
    education curriculum based on clear standards
  2. Explicit, direct, systematically delivered
    instruction that ensures the written curriculum
    is realized with fidelity
  3. Curriculum based/formative assessments to measure
    student progress throughout the year

14
RtIWhat Is It?
  • The NH RtI Task force has adopted the following
    definition of RtI
  • RtI is the practice of (1) providing high
    quality instruction/intervention matched to
    student needs and (2) using learning rate over
    time and level of performance to (3) make
    important educational decisions.

15
RtIWhat Is It?
  • This definition was included in Response to
    Intervention Policy Considerations and
    Implementation 2005, by the National Association
    of State Directors of Special Education, Inc.
    (NASDSE).
  • The authorship of this resource consisted of
    nationally recognized research and practice
    experts in the fields of education and
    psychology, with leadership provided by W. David
    Tilly, III of Iowas Heartland Area Education
    Agency.

16
Core Concepts of RtI
  • The RTI model is well described in the literature
    (IRA NASP NCLD NASDSE)
  • Systematic approach/framework for meeting the
    needs of all children
  • Integrated school improvement model that is
    standards driven, proactive and incorporates both
    prevention and intervention
  • Relies on shared knowledge and collaboration
  • Effective at ALL levels and disciplines

17
RtIWhere do Districts Begin?
  • Schools that follow an RtI model agree that
    education is about student learning.

18
RtIWhere do Districts Begin?
  • Implementation of RtI signifies a commitment to a
    systems approach to school improvement.
  • The educational community
  • applies current research to educational practice
    and
  • Improves learning results for all students
    through a structured, problem-solving process.

19
RtIWhere do Districts Begin?
  • Educators need to reach consensus on a variety of
    issues before RtI is launched.
  • Some school districts may begin their work
    through the design of Professional Learning
    Communities (PLC).
  • Questions to ask at the outset may include
  • What is it we (our district) want all students to
    learn?
  • How will we know when each student has acquired
    the essential knowledge and skills?
  • What happens in our school when a student does
    not learn?

20
Core Concepts of RtI
  • All students receive high quality instruction in
    their general education setting.
  • General education instruction is research based.
  • General education instructors and staff assume an
    active role in students assessment in the
    curriculum.
  • School staff systematically conduct universal
    screenings of academics and behavior.

21
Core Concepts of RtI
  • Continuous progress monitoring of student
    performance occurs.
  • School staff implement specific
    research-validated interventions to address
    students difficulties.
  • School staff use progress-monitoring data to
    determine interventions effectiveness and to
    make any modifications as needed.
  • Systematic assessment is completed of the
    fidelity or integrity with which instruction and
    interventions are implemented.

22
  • How will this work?

23
How Will This Work?Key Components
  • High quality general education instruction or
    positive behavioral support
  • Provided to all students in general education
    classes
  • Using research based instruction and assessment
  • Matched to student needs
  • Demonstrated to produce high learning rates for
    most

24
How Will This Work?Key Components
  • Leveled, multi-tired approach provides specific
    learning supports based on students response to
    general education instruction
  • Primary sources of information are used in
    decision making
  • learning rate
  • level of performance

25
How Will This Work?Key Components
  • Educators share knowledge and collaborate to make
    important educational decisions
  • Provide relevant and targeted instruction
  • Gather student outcome data
  • Determine intensity and expected duration of
    interventions
  • Analyze student progress

26
Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
27
Tiered Instructional Design
  • RtI relies on systematic, tiered instruction.
  • How many tiers are needed to achieve acceptable
    prevention outcomes?
  • Many states and local districts have chosen a
    3-tier model
  • Another option less -- frequently seen --
    incorporates 4 tiers

28
Sample 3-Tier Arrangement K-3 Reading
  • Tier I General Education -- All Students
  • Research-validated reading instruction and
    curriculum emphasizing 5 critical elements of
    beginning reading
  • Multiple grouping formats to meet student needs
  • Core instruction 90 minutes per day (or more)
  • Benchmark assessment at beginning, middle and end
    of the academic year
  • General education classroom/general education
    teacher
  • Ongoing professional development

29
Sample 3-Tier Arrangement K-3 Reading
  • Tier II Supplemental (Targeted) Instruction
  • For students identified with marked (reading)
    difficulties and who have not responded to Tier I
    efforts
  • Specialized research validated reading program(s)
    emphasizing the 5 critical components of
    beginning reading
  • Homogeneous small group instruction (13-5)
  • Minimum of 30 minutes per day in small group in
    addition to 90 minutes of core reading program
  • Progress monitoring (twice) a month on target
    skills to ensure adequate progress and learning
  • Setting designated by school (within or outside
    of general education class)
  • Personnel determined by school (classroom
    teacher, reading specialist, external
    interventionist)

30
Sample 3-Tier Arrangement K-3 Reading
  • Tier III Intensive Intervention
  • For students identified with marked difficulties
    in reading or who have reading disabilities, and
    who have not responded to Tier I and Tier II
    efforts
  • Sustained, intensive, research validated reading
    program(s) emphasizing the 5 critical components
    of beginning reading
  • Homogeneous small group instruction (11-3)
  • Minimum of two, 30 minute sessions per day in
    small group or 11 in addition to 90 minutes of
    core reading program
  • Progress monitoring (twice) a month on target
    skills to ensure adequate progress and learning
  • Appropriate setting designated by school
  • Personnel determined by school (classroom
    teacher, specialist, external interventionist)

31
Suggested Data Sources for Instructional Tiers
  • UNIVERSAL ASSESSMENT
  • All students are measured 3 times/year on a
    global measure of academic or functional
    performance
  • NWEA, DIBELS, PALS, CBM (AIMSweb)
  • TARGETED ASSESSMENT
  • Criteria is set to identify those falling
    behind at risk students receive more frequent
    measurement (e.g. monthly) of progress in
    identified academic area CBM, CBA, PM
  • INTENSIVE ASSESSMENT
  • Comprehensive assessment includes norm
    referenced tests and interpretation of progress
    data from Tier I and II

32
Back to the RtI Task Force
  • WHATS NEXT?

33
Whats Next?
  • Finalize the White Paper and make it available
    to all NH school districts.
  • Collect data about the status of RTI in NH
    districts through a statewide survey
  • Analyze local needs and coordinate responsive,
    statewide professional development initiatives

34
Whats Next?
  • The upcoming White Paper will contain a short
    list of key resources to help NH districts get
    started.
  • This list is still in development.
  • Preliminary suggestions include

35
Key Resources
  • NASDSE RtI Blueprint Series
  • Response to Intervention Blueprints for
    Implementation District Level and
  • Response to Intervention Blueprints for
    Implementation School Building Level
  • Step by step guidelines, resources and tips
  • http//www.nasdse.org/

36
Key Resources
  • RtI Action Network
  • A program of the National Center for Learning
    Disabilities
  • Pre-K to High School Resources
  • http//www.rtinetwork.org/

37
Key Resources
  • Virginias Response to Intervention Initiative
  • A Guide for School Divisions
  • http//www.doe.virginia.gov/VDOE/studentsrvcs/rti_
    guidance_document.pdf

38
Key Resources
  • Colorado Department of Education
  • Response to Intervention A Practitioners Guide
    to Implementation
  • http//bvsd.org/studentsuccess/rti/Documents/RtIGu
    ide.pdf

39
Key Resources
  • Florida Center for Reading Research
  • Comprehensive website of research based practices
    related to literacy instruction and assessment
    for children in Pre-K through 12th grade
  • Includes publications and presentations by
    numerous researchers and authors
  • http//www.fcrr.org/about/index.htm

40
Key Resources
  • Whatever It Takes How Professional Communities
    Respond When Kids Don't Learn
  • Richard DuFour, Rebecca DuFour, Robert Eaker,
    Gayle Karhanek
  • Creating schoolwide systems of interventions to
    meet the needs of all students

41
Key Resources
  • New Hampshire Center for Effective Behavioral
    Interventions and Supports
  • Positive Behavioral Interventions and Supports
    (PBIS)?
  • Professional development opportunities for
    project sites and NH districts
  • http//www.nhcebis.seresc.net/programs_and_service
    s
  • NH Responds - five-year professional development
    grant funded by the US Department of Education
  • Collaborative effort between NH DOE, NH CEBIS,
    and the Institute on Disability
  • http//www.ed.state.nh.us/Education/doe/organizati
    on/instruction/SpecialEd/NHResponds.htm

42
Key Resources
  • New Hampshire Reading Excellence Across
    Disciplines (NH Reads)
  • Statewide literacy project funded through the NH
    DOE and Title II-A funds
  • Professional development to teachers in the use
    of research based literacy strategies and
    resources for parents and students
  • Brochure link http//pdb.seresc.net/ElemLeadersM
    ar09.pdf
  • http//www.seresc.net/ed_nhreads.

43
Stay tuned!
About PowerShow.com