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Response to Intervention: Establishing a Successful Model
Mississippi Association for Psychology in the Schools
Annual Conference
February 2, 2011
Amy R. Smith
Pennsylvania Training and Technical Assistance Network
King of Prussia, PA
asmith@pattan.net
Acknowledgements
This presentation is based on training modules developed in collaboration with the Pennsylvania Training and Technical Assistance Network (PaTTAN). Joe Kovaleski, Ed Shapiro,
and other PaTTAN consultants contributed to the development of these materials.
For further information and RtII resources visit the PaTTAN web site
www.pattan.net
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Key Characteristics of RtI
•Universal Screening of academics and behavior
•Multiple tiers of increasingly intense interventions
•Differentiated curriculum - tiered intervention strategy
•Use of scientifically research-based interventions
•Continuous monitoring of student performance
•Benchmark/Outcome assessment
Tier 3:Interventions
forA Few Students
Tier I:Foundation
Standards Aligned Instruction for All Students
Tier 2:Interventions
forSome Students
Response to Intervention Framework
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Building the Infra-structure for RTI
•Using RTI requires an infra-structure of assessment and intervention techniques
•We do not recommend implementing RTI if the infra-structure is not in place
•Therefore, initial efforts should be placed on building the infra-structure
•This is a 3 – 5 year change process
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Standards Aligned Instruction
All students receive high-quality, research-based instruction in the general education standards aligned system
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Standards Aligned Instruction
• What students are taught (curriculum), how students are taught (instructional practices), and how students are tested are directly matched to the state standards.
• This is the first step in implementing an RTI framework.
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*The most crucial work of RtI implementation is ensuring quality teaching in the standards aligned general
education core curriculum.
Standards Aligned Instruction
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High Quality StandardsAligned Instruction
• Big Ideas
• Conspicuous Strategies
• Mediated Scaffolding
• Strategic Integration
• Primed Background Knowledge
• Judicious Review
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Reading
• 5% of children learn to read effortlessly• 20-30% learn relatively easily once exposed to reading
instruction• For 60% of children learning to read is a much more
formidable task• For at least 20-30% of children, reading is one of the most
difficult tasks that they will have to master.• For 5% of students even with explicit and systematic
instruction, reading will continue to be a challenge.
MacKenzie (2000), citing statistics from Lyon, Kamme’enue, Simmons, et al.
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Reading MUST Explicitly Address:
Key elements of scientifically-based core programs includes explicit and systematic instruction in the following:
• Phonological Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
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Evaluating Your Core Reading Curriculum
http://www.fcrr.org/
http://reading.uoregon.edu/curricula/con_guide.php
http://oregonreadingfirst.uoregon.edu/downloads/106_High_Priority_Programs.pdf
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Core Program: Questions
•Is my core curriculum standards-aligned?
•Is my core program research based?
•Is my core instruction differentiated to meet the needs of all learners?
•Is my core instruction delivered using effective instructional practices?
•Is my core instruction delivered with fidelity?
How can I know this??
What’s the evidence??
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Look for the Evidence
• Instructional Time: 90 minutes reading, 60 minutes math
• Reading: 5 big ideas
• Math: Math standards, Process Standards, and Areas of Mathematical Proficiency”
• Behavior: School-wide expectations, positive supports
• Instructional Practices: Effective instruction, differentiated instruction
• Core Instruction Delivery: Use of personnel, fidelity to core programs
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Universal Screening
All students are screened to determine academic and behavioral status against grade-level benchmarks
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• All students assessed 3 times a year in reading, math, and behavior
• Screening tools should be predictive of future performance
• Data display should be graphed for easy analysis and interpretation
• Grade level teams should meet to discuss universal screening data within a week of assessment
Universal Screening
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• Assists in identifying grade-wide deficits in curriculum and instruction.
• Provides a baseline for grade-wide goal setting.
• Identifies students at risk of academic or behavioral difficulties.
• Can generate local norms and benchmarks.
Universal Screening
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Why Screen?
First graders in the bottom quartile in reading have an 88% likelihood of placing in the bottom quartile in 4th
grade and a 78% likelihood of remaining there through 8th grade.
Juel 1988
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Choices
Early Intervening-actively seek out students at risk of difficulty and intervene immediately prior to long term failure and the need for intensive supports.
OR
Wait for long-term failure greatly increasing the need for intensive interventions including special education.
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Characteristics of a Quality Screening Instrument
• Must be brief and easily administered.
• Must be research-based
• Must be highly correlated to skills assessed
• Must have benchmarks or be predictive of future performance
• Must have high reliability and validity.
• Must be sensitive to small increments of change
National Center for Progress Monitoring
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Benchmarks
• Benchmarks reflect proficiency at one point in time and are predictive of a student’s performance on the next benchmark.
A students reading 40 words correct per minute in the spring of 1st grade is likely to hit the 2nd grade spring benchmark of 90 wcpm.
• Look for benchmarks in major skill areas
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Cost
• Materials
• Training (Time and materials)
• Administration
Substitutes, etc.
Scoring
Data entry
Hardware/software costs (Scanner?)
• Fee for use of database
• Preparation of data packets
• Recurring costs
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Frequently Used Screening Tools
Dynamic Indicators of Early Literacy Skills
DIBELS www.dibels.uoregon.edu
AIMSweb
www.AIMSweb.com
Monitoring Basic Skills Progress
MBSP-www.proedinc.com
School-wide Information Systems
SWIS-www.swis.org
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Staff Training
• Administration of measures
When, where, by whom? Teachers, Paras?
• Interpretation of measures?
When, where, by whom?
• Training in data analysis teaming?
When, where, by whom?
• Remember the possible need for unanticipated training due to instructional or curricular issues identified during screening.
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Screening - WHO?
All approaches may be utilized depending on number of students, classes, grades, and number of subtests required.
Classroom or grade approach
‘SWAT’ Team Approach
Modified ‘SWAT’ Team Approach
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Look for the Evidence
•All students are screened/benchmarked a minimum of three times per year to determine academic and behavior status against grade-level standards.
•Screenings are research-based, predictive of future performance on standards, and benchmarked, efficiently administered by trained staff.
•Administration fidelity is monitored.
•Screening data is maintained in a database which generates user-friendly summaries of data and graphed for easy display, analysis and interpretation.
•Grade level teams analyze screening data in a timely manner (within one week of administration) to design and adjust instruction using a structured team facilitation process and format.
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Progress Monitoring
Progress monitoring data determines the effectiveness of interventions and drives student movement through the tiers.
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Progress Monitoring
1. In General - Progress monitoring tools area) Related to state standardsb) Have demonstrated reliabilityc) Sensitive to small increments of growthd) Practical for classroom use
2. Tier 2 and 3a) Conducted bi-weekly or weeklyb) Graphs are created to show data over timec) Monitored more frequentlyd) Data analysis leads to decisions
i. Instructional decisionsii. Grouping of students
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Progress Monitoring in RtI: Purpose
•Use the same tool to Progress Monitor that you use for Universal Screening
•Provide on-going indication of instructional effectiveness
•Drive decisions regarding changes in instructional programs
•Provide data for level of responsiveness to intervention
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Progress Monitoring in RtI: When?
•Benchmark Intervention (tier 1)
3-5 times per year
•Strategic Intervention (tier 2)
Every other week
•Intensive Intervention (tier 3)
Every week
Can be more frequently if deemed necessary
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Progress Monitoring in RtI: Who?
•Many options available, choose most efficient and effective for your building
•Classroom teachers monitor their own students
•Teachers progress monitor only those in their intervention groups
•Swat team members help with progress monitoring
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•Team identifies student specific appropriate Rate of Improvement.
•Student progress is graphed and decision rules are identified.
•Interventions are monitored and adjusted based on progress monitoring data.
•Students not making acceptable progress may be referred for special education eligibility determination or continue at Tier 3 with progress monitoring and modified support to ensure student success.
Look for the Evidence
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Data Based Decisions
A public, objective, and normative framework is used to analyze student performance data and guide decisions on instructional changes, choices of interventions, and appropriate rates of progress
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Data Based Decision Making
• A structured team facilitation process and format are used for making decisions
• Grade level teams set goals for all three tiers
• Continuous progress monitoring occurs for all sources of data
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Grade Level Teams
Teams of like teachers working together to…
• Access critical data on all students’ performance related to achievement of standards
• Analyze data and find which students have which gaps in attainments
• Set measurable goals to close the gap
• Identify and implement research-based instructional strategies
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Before the Meeting
Data are prepared for the meeting in a teacher-friendly format
Data are sent to teachers in advance
Provide written prompts for teachers to use when looking at data before the meeting:
“Tomorrow is our meeting. Please take a good look at your DIBELS data before we meet, and think about strategies that you are using now to discuss and brainstorm.”
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Expectations for Meetings
Begin by looking at groups of students (grade level data).
Go to small groups or individual students after benchmark grade level needs are addressed.
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Data Analysis Teaming: Meeting Structure
1. Review prepared data sets
2. Identify current performance of grade level
3. Set measurable goal (s)
4. Identify research-based instructional strategies
5. Analyze suggested strategies
6. Select and agree to implement strategies
7. Plan logistics of strategy implementation
8. Identify which students will need more frequent assessment (Tier 2 and Tier 3)
9. Note next meeting date
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1. Review prepared data sets
Can be in any type of display that is
Easy to read
Gives the type of information to make decisions regarding all students
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2. Identify current performance of grade level
How many (%) students have attained skill (established/low risk/proficient)?
How many (%) students are developing the skill (emerging/some risk/basic)?
How many (%) students are deficient in the skill (deficit/at risk/below basic)?
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3. Set measurable goal (s)
By June, 75% of students will score at or above the benchmark for Oral Reading Fluency.
By June, no more than 5% of students will score in the intensive or high risk range for Oral Reading Fluency.
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4. Team Selects Instructional Strategies
Identify specific strategies for teaching to target skill.
Keep focused on scientifically validated strategies.
Maximize the effectiveness of core reading instruction.
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5. Team Analyzes Suggested Strategies
Analyze each strategy according to:
Should be research-based
Should be practical
Curricular materials should be available to implement strategy (or easily made).
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6. Team Selects and Agrees to Implement Strategies
Record Keeping
Write an explicit description of the strategy on the SIRF.
Strategy:
First grade teachers will provide an additional five minutes of instruction on phonological awareness each day.
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7. Team Plans Logistics of Strategy
Team identifies instructional materials
Time to create/adapt materials
Strategies for teaching strategies to novice teachers
Team assists all teachers in learning strategy using peer modeling and coaching grade-level discourse regarding implementation assistance by specialists (for demonstration of strategies only).
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8. Team Identifies Which Students Will Need More Frequent Monitoring
Using all available data, team places students in tier groups
Team identifies the instructional needs of tier groups
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9. Team Sets Next Meeting Date
Interim meetings are needed to monitor progress of whole group interventions
Typically, follow-up meetings need to occur on a monthly basis to progress monitor Tier 2 and Tier 3 students. [ tier 3 students may need to be discussed on an individual basis more frequently ]
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Look for the Evidence
•Building, grade level and student-centered teams meet collaboratively to review assessment data and make instructional decisions.
•A structured team facilitation process and format are used.
•Grade level teams set measurable grade-wide goals, develop and implement strategies to achieve these goals, and monitor student progress toward these benchmark goals (i.e. _____% of students will meet benchmark by January).
•Adjust core instruction.
•Implementation logistics are planned and staff is trained.
•Strategies are monitored and fine tuned in response to progress data.
•Implementation fidelity is monitored.
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Tiered Intervention and Service Delivery
Some students receive increasingly intense levels of targeted, scientifically research-based interventions with proven effectiveness dependent upon student need
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• Students receive increasingly intense interventions -based upon data; interventions are in addition to the core instruction
• Tier 2 interventions – often taught by remedial education teachers; small groups of 8 – 10
• Tier 3 interventions – can be taught by special educators; small groups of 4 - 6
Tiered Intervention and Service Delivery
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Tiered Intervention and Service Delivery
• Standard Protocol Interventions are used for Tier 2 and Tier 3
• Fidelity checks are completed on Tier 2 and Tier 3 interventions
• Progress Monitoring is conducted on a frequent basis and interventions are monitored and adjusted based upon that data
Framework for RtI
Tier 1 Standards aligned system
Tier 2Strategic & Targeted
Interventions for
SOME students
Tier 3Interventions
For a FEW students
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Tier 1: Interventions
- Reinforcement and extension of core instruction- Use of differentiated instruction-Large group and small group instruction-Opportunity for enrichment
Framework for RtI
Tier 1 Standards aligned system for
ALL Students
Tier 2Strategic & Targeted
Interventions for
SOME students
Tier 3Interventions
For a FEW students
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Tier 2: Interventions for Some Students
-Increased opportunity to learn
-Standard protocols based on student needs
- Increased instructional time
- Small group instruction
- Increased assessment - Data collection every other week, frequent analysis
LADDERS TO LITERACYK-PALS PATR (Phonological Awareness Training for Reading)ROAD TO THE CODEQUICKREADSREWARDSSIX-MINUTE SOLUTIONSVOCABULARY THROUGH MORPHEMESSOAR TO SUCCESS
Mastering Math FactsSuccess with Math CoachKnowing MathematicsMath StepsConnecting Math ConceptsVmathPALS
EXAMPLES ONLY
Framework for RtI
Tier 1 Standards aligned system for
ALL Students
Tier 2Strategic & Targeted
Interventions for
SOME students
Tier 3Interventions
For a FEW students
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Tier 3: Intensive Interventions
- In addition to core instruction- Use of standard protocols- Supplemental instructional materials- Small intensive, flexible groups - Increased progress monitoring (weekly)
WILSON READING SYSTEM
SRA CORRECTIVE READING
SPELL, READ, PAT
SONDAY SYSTEM
SRA CORRECTIVE MATH
ALGEBRA I RESCUE
EXAMPLES ONLY
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Look for the Evidence
•Students receive increasingly intense research-based interventions targeted at assessed skill deficits in addition to standards-aligned core instruction immediately after need is identified through assessment. A range of research-based instructional interventions for any student at risk of academic or behavioral failure is in place. All staff participates in interventions.
•The team uses screening and informal assessment data to identify instructional needs and appropriate interventions for students.
•Tier time offered at least x3 per week, 30 – 60 minutes of intervention time per session
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•Intervention logistics are carefully planned
•Interventions vary by grouping, expertise, duration, frequency and time.
•Standard protocol interventions are used in designing instruction for students at Tiers 2 and 3.
•Interventions are implemented with fidelity.
Look for the Evidence
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Scheduling/Preparation
1. Administrative support
2. Protected “Tier Time” in schedule
3. Protected meeting time in schedule
4. Necessary materials available
5. Training provided
6. Teams identified
7. Parents informed
Ongoing Development
Leadership
Professional Development
Parental Engagement
Fidelity
Sustainability
English Language Learners
Special Education Eligibility
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Highland Park Elementary
Borders Philadelphia
Low SES, high mobility, high % ELL, high % minority, grades 1 – 5 building
RtII Pilot Site
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http://framewelder.com-cache.s3.amazonaws.com/extras/10/pattan_rtii/handouts/Scanlon%20Job%20Alike%20Presentation.pdf
Structure
Reading/Language Arts
Harcourt Signatures Series
Universal screenings
DIBELS, 4 Sight, G‐MADE
Schedule
Power Block
Teams
Core Team, Literacy Team, Student Support Team,
ELL Team, Special Education Team
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Scanlon, 2010
Tier Interventions
Tier I
Core Reading Curriculum
• Harcourt Signatures
• Harcourt StoryTown
• Read Naturally
• Waterford Early Reading
• Quick Reads
• Kid Biz
• Pearson Success Maker
Core Math Curriculum
• Holt
Math Lab custom courses
• Holt
• Peason Success Maker Math Lab
(Grades 3, 4, 5)
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Tier II• PALS• Sonday I and II• Soar to Success• Rewards• Early Success• Earobics
Tier IIISRA Wilson Reading
Scanlon, 2010
Considerations
Testing Calendar
Standardized Pacing Guides
• Reading/Language Arts
• Math
• Social Studies
• Science
• Health
Responsive Classroom
Find financial resources to purchase research based curriculums
Data Management
• Progress Monitoring
• Goal setting for individual students, grades, school
Staff development
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Scanlon, 2010
Considerations
Implemented RtII whole school
• Whole school vs. Targeted grade level
• Sense of Community
• Changes
Parent Involvement
• Communicating with parents
•Report card
• Ability to clearly express academic achievement
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Scanlon, 2010
Considerations
Fidelity Checks
Learning Walks
Formal Teacher Observations
Data Meetings
• Adherence to Critical Question Format
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Scanlon, 2010
Data Analysis Meetings Tier I – Classroom Based Analyze student(s) progress on specific benchmark skills.
Set goals for the next review point.
Identify good strategies that will address specific goal(s).
Rate strategies based on the following criteria:
• Strong research base
•Most practical
• Materials already available
• Materials needed
• Team process for implementation
• Specific people needed for implementation
• Progress monitoring
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Tier II and III – Strategic and Intensive StudentsAnalyze students who are identified as strategic and intensive.• Identify student(s) to be closely observed and monitored this quarter.• Identify additional interventions that may need to be implemented for specificstudents.• Create progress monitoring and measurement.• Identify people needed for progress monitoring.• Plan next meeting to review progress.
Scanlon, 2010
The Components of PA’s Secondary Schools RtII Framework
1. High-quality classroom instruction/standards-aligned core curriculum
2. Relational support3. Scientifically/evidence based interventions,
instructional methodologies and strategies4. Tiered instruction and interventions5. Data-based decision making6. Professional development
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1. High-quality classroom instruction/standards-aligned core curriculum
High-quality general education instruction using a standards-aligned “core curriculum” for all students. All students receive an integrated system of
aligned curriculum, instruction, and assessment.
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2. Relational Support
The system includes elements of Pennsylvania’s Resiliency/Wellness systemic approach*:
High expectations Meaningful student engagement Connectiveness and bonding Skills for life Clear and consistent boundaries Unconditional support
*Adapted from Henderson, N. & Milstein, M. Resiliency in Schools: Making it Happen for Students and Educators (Corwin Press, 2003).
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2. Relational Support
A structured system is in place to:
provide students the appropriate level and intensity of support needed to engage in academic learning,
remain in school and complete course requirements successfully.
Attendance, discipline, and student performance date are used to design and implement a tiered system of academic and relational support.
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3. Scientifically/Evidence Based Interventions, Instructional Methodologies and Strategies
A well designed model characterized by:– High quality instruction and interventions matched
to student need (Batsche, 2006).
– Monitoring progress frequently to make changes to instruction (formative assessment including progress monitoring and fidelity checks).
– Applying student response data to making educational decisions.
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4. Tiered Instruction and Intervention
Students are provided increasing levels of support matched to their needs.
Tiered instruction is flexible - adjustments are made based on progress monitoring data.
Entrance and exit criteria established
Decision trees utilized to match to intervention levels
Integrity checks are structured and provide a system of feedback and improvement.
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4. Tiered Instruction and Intervention
Tier 1: Foundational instruction in the core subject areas (English/Language Arts, Mathematics, Social Studies and Science, ESL instruction).
Tier 2: Targeted intervention in academic and/or behavioral/relational support in addition to the core (supplemental).
Tier 3: Intensive intervention in academic and/or behavioral/relational support in addition to core.
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5. Data-Based Decision Making
Universal screening process Brief and efficient Examples:
PSSA (Reading, Writing, and Math Proficiency levels)
PVAAS – individual student projections Word and passage reading fluency Word analysis skills assessment Comprehension skills assessment Risk factors (attendance, grades, and discipline
referrals) ACCESS for ELLs
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5. Data-Based Decision Making
A structured data teaming process collects, analyzes and uses student data to inform instruction and to determine interventions, and supports matched to student needs.
Teams:
collaborate in structured teaming meetings
use multiple data sources (achievement, growth, classroom, etc.) and data points to make decisions about all students
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6. Professional Development
A plan is in place to provide job-embedded professional development in assessed areas of need including:
Assessment strategies and tools
Evaluation of data: data analysis/root cause analysis
Adolescent reading, writing, speaking, listening, thinking strategies across all content areas
Selection and implementation of appropriate Tier 2 and Tier 3 interventions
Foundational core/Tier 1
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Web Sites – Framework References
21st Century Skills
http://www.21stcenturyskills.org/
Gates Foundation
http://www.gatesfoundation.org/topics/Pages/high-schools.aspx
Center on Instruction
http://www.centeroninstruction.org/
National Center on Response to Intervention
http://www.rti4success.org/index.php?option=com_content&task=blogcategory&id=8&Itemid=110
RtI Action Network
http://www.rtinetwork.org/Learn/Why/ar/RadarScreen
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Web Sites – Framework References
World-Class Instructional Design and Assessment
http://www.wida.us/
The IRIS Center
http://iris.peabody.vanderbilt.edu/
Institute of Educational Sciences
http://www2.ed.gov/about/offices/list/ies/index.html
Florida Center for Reading Research
http://www.fcrr.org/
National High School Center
http://www.betterhighschools.org/topics/dropoutprevention.asp
Achieve
http://www.achieve.org/
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PaTTAN Resources
RtII Implementation Guide
District Implementation Toolkit
Parent Toolkit
Secondary Toolkit
SLD Determination
Training Materials/Modules
Publications
89www.pattan.net
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