Response to Intervention

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Response to Intervention

• The Implementation Process
• Plans and Strategies
• Part II

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The Tiered Approach

• A Three / Four Tiered System
• Tier I Core Instruction
• Tier IA Collaborative Small Group Instruction
  (Optional)
• Tier II Targeted Intervention for those
  students Identified in the General Education
  Setting
• Tier III Intensive targeted interventions in
  the Special Education Arena.

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Tier I

• Is the core curriculum living up to its
  expectations?
• It should be meeting the instructional needs of
  80 90 of all students.
• It should provide explicit systematic instruction
  in foundational key concepts.
• Reading Are the 5 components of Reading being
  addressed?
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• It should provide a solid instructional format
  and be founded on Scientific Based Research.

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Scientific Based Reading Programs

• The following reading programs have been
  determined to be scientific based core programs
  as per ND DPI (Reading 1st Criteria).
• Success for All
• Reading Mastery
• Open Court/Saxon Phonics Combination
• Open Court
• Read Well/Write Well/Open Court Combination
• Read Well/Write Well/Harcourt Combination
• Harcourt/Saxon Phonics Combination
• Harcourt
• Houghton Mifflin 2003
• Scott Foresman
• McGraw Hill
• Voyager Universal Literacy
• Open Court / SRA

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Analyzing Your Core Curriculums

• Check for Success
• Check Data Sources
• of Students meeting AYP
• of Students at or above expected RIT level in
  NWEA
• of students demonstrating average or above
  fluency with CBMs (If available)
• of students being referred for additional
  support (i.e. Title I and/or Special Education)
• Others?

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Analyzing Your Core Curricula

• Check for Success
• Survey staff members to determine if
• The core is systematic explicit.
• The core provides adequate enrichment,
  remediation and assessment opportunities.
• The core is sequential in nature
• Others?

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The Results are in!What if your core program
is not meeting the needs of 80 90 of your
students!!
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Next Steps

• Is the core being taught with fidelity?
• Establish expectations
• Sample Discussion Points
• The foundation for success in RTI is based on
  having a core curriculum that, when taught as
  created, should be meeting the need of 80 90
  of all students.
• Our core doesnt appear to adequately be reaching
  that standard.
• Lets re-examine our usage, and if need be,
  discuss where we are not using the core as
  directed and come to an agreement about what best
  practice we will use.
• IF fidelity is a building level issue an
  anonymous surveying of staff might bring
  additional insight.

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Next Steps

• How might you address an ineffective core?
• If supplementing is a consideration how
  aggressive should you be?
• This might be highly impacted by where you are in
  the district curriculum review cycle.
• You might consider being fairly aggressive if you
  are dealing with a relatively new adoption
• An adoption that is nearing the end of its
  life-expectancy would warrant a less aggressive
  approach.

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Tier IA (Overview)

• Collaborative Differentiated Small Group
  Instruction Defined
• Collaborative instruction that is shared in
  nature in both planning and application.
• Staff share in deciding what should be taught to
  whom and then agree on the roles they will assume
  in the process.
• Differentiated meeting the changing
  identified needs of students through a study of
  their individual or group data.
• Flexible grouping must be maintained based on the
  changing learning pace of students and by the
  specific skill needs of individuals.
• Small Group Experience tells us that a group of
  3 to 5 students is optimal for both learning and
  instruction.
• Less cuts into the level of efficiency when
  considering the amount of staff available
  compared to student needs.
• More cuts into the level of effectiveness of
  instruction that small groups by nature, offer

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Tier IA Delivery Models

• Team Partner Teaching
• Teachers work cooperatively fulfilling different
  roles in the instructional process.
• HELP! What are some configurations that youre
  familiar with?
• Collaborative Teams for Small Group Instruction
  
• Used effectively in Reading instruction.
• 2 additional staff members join the classroom
  teacher for small group instructional block.
  (Generally ½ hour in length).
• Each instructor is responsible for the planned
  instruction for their group.
• Instruction might include (Guided Instruction)
  the students are assisted by the teacher on
  material that is at their instructional level
  through leveled readers or novel study for
  older students. (Skill instruction) provided
  to the group based on skill development needs
  outlined in the curriculum or based on individual
  or group data.

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Tier II Targeted Intervention for General
Education Students

• Traditional Model of Assistance
• Teacher Assistance Teams (TAT) / Building Level
  Academic Support Teams (BLAST)
• Students are brought to the assistance team based
  on poor academic progress. This is often
  backed by data results in current assessment
  venues.
• The team reviews the referral, conducts
  interviews, makes observations with the
  teachers assistance, determines a goal.
• The team then brainstorms possible interventions
  of which the teacher selects those that he/she
  chooses to try.
• The team sets a date for a follow up meeting
  where the teacher shares his/her results
  regarding effectiveness of the interventions.
• Additional interventions may be suggested.
• Eventually those students not being successful
  are passed on for consideration to Special
  Education via a referral.

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Tier II Targeted Intervention for General
Education Students

• Questions for consideration based on RTI that
  might lead to possible adjustments to the current
  system.
• Do we have ongoing data that indicates growth
  (both short term over time)?
• What interventions have been tried based on this
  data?
• What data points are tracking the new
  intervention?
• How often and in what setting is the intervention
  used?
• Who is implementing the intervention?
• How are you tracking that the intervention is
  being used with fidelity (integrity)?

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The Intervention Process

• The following represents one view of how the
  intervention process might progress. It is
  important to think about your building level
  (elementary middle or high school) and your
  unique characteristics in determining what will
  work best for you.

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The Intervention Process

• Step I (Occurs in Tier I)
• The teacher/teachers working with the student to
  analyze CBM NWEA and Academic Achievement data
  and determine that the student has fallen below
  their Aim Line / RIT projectionsetc.
• The teacher begins the process of monitoring
  progress through CBMs to confirm trends.

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The Intervention Process

• Step II (Occurs in Tier II)
• When the trends are confirmed (a minimum of 3,
  usually more data points), the teacher begins an
  intervention of their choosing or one recommended
  by the RTI Child Study Team keying into the
  subsequent data points for growth.
• If adequate growth is noted, they will continue
  the intervention.
• If growth is inadequatean additional
  intervention would be attempted, again monitoring
  data collection from the point of the new
  intervention.

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The Intervention Process

• Step III (RTI Intervention Team)
• The Problem Solving Model would be used.
• The teacher brings all student data to the team
  for consideration.
• This data would include previously attempted
  interventions results.
• The team makes a determination regarding what
  additional data might be needed regarding
  instruction curriculum environment and the
  learner.
• Through reviewing demographics academics and
  previous testing.
• Through interviewing teachers students and/or
  parents.
• Through observations of learning instruction.
• Through additional testing.

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The Intervention Process

• Step III (continued)
• The team through data analysis determines a goal.
• The goal leads to a selected intervention.
• The intervention is defined in the realm of who,
  what, when, how often and then in the realm of
  data collection integrity.
• The intervention is implemented monitored for
  success.
• This success is brought back to the Intervention
  Team for Review.
• A minimum of 2 interventions should be attempted
  using this process prior to considered
  interventions through Special Education.

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Child Study Teams

• The size and composition of the building would
  impact the type of team configuration selected.
• Possibilities include
• Traditional representatives from varying levels
  of instruction forming one team. (The
  administrator the counselor a primary teacher
  an intermediate level teacher and specialists as
  desired).
• This might serve the needs of relatively small
  schools.
• Grade Level Teams All teachers representing a
  particular grade are assigned the responsibility
  of addressing incoming referrals. (Classroom
  teachers administrator and those teachers
  involved in collaborative instruction at that
  level compose these teams.) Additional specialist
  are on call as needed.
• This might serve the needs of larger schools
  could be modified to meet the needs of middle
  high school buildings.

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Types of Interventions that Influence RTI

• Standard Treatment Protocol This is a group
  level intervention where all members of the group
  receive the same intervention. They have their
  greatest impact in Tiers I II.
• Groupings might include
• Traditional Targeted Assisted Title I groups.
• Tier II instructional groups
• Available intervention programs
• Group focus might be determined by
• Reading / Instructional levels
• Skill Deficiencies

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Types of Interventions that Influence RTI

• Problem Solving Model Interventions are
  individualized as per the students identified
  needs. They are highly prescriptive in nature
  and rely heavily on data analysis for success.
  They receive primary focus during Tier III.
• The components include
• Problem Identification
• Problem Analysis
• Plan Development
• Plan Implementation
• Plan Evaluation

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Tier III Intensive Targeted Interventions /
Spec. Ed.

• Current Model of Assistance
• The Discrepancy Model students are eligible to
  receive services if there is a significant split
  between the students ability and achievement.
• Students move through the assistance team process
  and are referred for testing.
• An assessment team is formed to develop a
  comprehensive Student Profile that includes
  cognitive function (i.e. Reading skills)
  physical characteristics Adaptive abilities
  (i.e. Social skills) classroom influences
  environmental influences. The team determines if
  there are questions to be answered and then moves
  to testing.
• Pertinent testing is completedThose results will
  dictate whether or not a student would qualify
  for additional services.

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Tier III Intensive Interventions Special
Education

• Current Model of Assistance
• The Discrepancy Model (continued)
• There must be a significant split between the
  students ability and current achievement in order
  to receive services in Learning Disabilities or
  Speech/Language.
• Students not receiving the needed split are
  returned to regular education without direct
  services from Special Educators.
• There has not been a clear path for additional
  intervention in this model.
• Students over time will continue to loose ground
  in comparison to their peers and then possibly be
  retested.
• This then would mean that a student would need
  to wait to fail before they would get the most
  intense interventions.

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RTI Accessing Special Education

• Response to Intervention is built on the premise
  that students will continue to receive
  increasingly intensive intervention until they
  are able to overcome their learning concerns.
• Placement in Special Ed through the use of Tier
  III would materialize by analyzing all the
  collected data that chronicles the attempted
  interventions from Tiers I II.
• The State of ND allows students to be placed on
  an IEP based on this accumulated data suggesting
  an ongoing need.
• The appropriate specialist would use this data as
  well as determined assessment to establish goals
  objectives as the student becomes part of the
  IEP process.

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• Lets take a brief break!
• Well focus on the implementation process when we
  return.