Essential Components of Response to Intervention Key Note

Introduction to Illinois ASPIRE and Response to Intervention

Essential Components of Response to Intervention

Key Note

Meg ThurmanMichele JacobsModule 1 was created in collaboration with educators throughout the state with in put from ISBE. Central ASPIRE revised the presentation you are about to see this summer. 1Research tells us:Research tells us that 74% of children who are poor readers in third grade remain poor readers in ninth grade. (Francis et al. 1996)

After age 12 rate of progress levels off and children typically fall further behind(Shaywitz 1996)

Reading is frustrating and affects attitudes and motivation to read.Research continued8.7 million 4th-12th graders cant cope with academic demandsStudents who stay on track in freshman year (earn 5 and no more than 1 F) are 3.5 times as likely to graduate.

Later Intervention is Less Efficient, and Often Less EffectiveAccording to the National Institute of HealthIt takes 4 times as long to intervene in 4th as it does to intervene in late Kindergarten

4th GradeLate Kindergarten2 hours per day30 mins./dayWhy RtI?

2 Words

EARLY INTERVENTION

Judy Elliot overview Rivoting5Implementation of the Rti process

What is Response to Intervention????An ongoing process of using Student Performance and other data to guide instructional and intervention decisions. School Reform- changing how we school kids.7RtI is a PROCESSIt is a process that will take timeDevelop consensus and establish a vision and belief systemDevelop and train the problem solving teamProvide the rest of the staff with professional development in areas they feel weak8Stop asking me if were almost there; were nomads, for crying out loud.

Do you see change as a detriment, a requirement, or as an opportunity? 9**Could have audience fold their hands. Ask them which thumb is on top. Then have them change the position so that their other thumb is on top. Wind turbins on the drive up route 40. Uncomfortable in terms of my experience of living in rural IL. It makes me uncomfortable.

Next have them fold their arms in the way that is comfortable.Next have them fold their arms the other way.Talk about change and how hard that is.Having a 3-tiered system of instruction and intervention

Varying the intensity of instruction and intervention to meet students needs

Using data measures for benchmarks and progress monitoring

Using research-based academic and behavior interventions.

Different system for determining eligibility.

RTI is About1010RtI uses a multi-tier model of educational resource delivery. Different levels of intensity, data, data, data, and research. We have to become scientific about what we do and reflective and stay focused on best practices and professional development. Important to note that there is a different system for determining disabilities and eligibility

Each tier represents an increasing intensity of services matched to the level of current student need.

Research indicates that Tier I should be 80% of all students should be successful with CORE instruction.

Tier II should be 15%.

Tier III should be 3-5%.Providing high quality instruction and interventions matched to students needs

(Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005)Big Ideas of RTIMatched to student needDemonstrated through scientific research and practice to produce high learning rates for most students

11George Batsche is currently Professor and Co Director of the Institute for School Reform in the School psychology Program at the Univ. of So. Florida (Tampa). He directs the statewide pilot project on problem solving and RtI in the state of Florida, and has been involved in the implementation of the problem solving model at state, district and building levels for the past 20 years.Measuring rate of improvement (ROI) over time and level of performance to make important educational decisions

(Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005)Big Ideas of RTIA students growth in achievement or behavior competencies over time compared to baseline levelA students relative standing on some dimension of achievement/ performance compared to expected performance

12For example, child starts the year at 50 words and by January benchmarks he/she is reading 70. 20 weeks of school have passed. 70 -50 is 20 words /20 weeks, the child has gained 1 word per week. What is the peer groups rate of change? Is the childs trend slower (flatter slope)? Is the child going to catch the peers (steeper slope?), or at least parallel? This tells us a lot about what we need to do in terms of academic engaged time. Flat slope, we may need to substancially increase it, possibly triple it. Parallel, we may need to double it (againwatch weekly data points using CBM). CBM is the most sensitive method to what is changing at the component level (not a global measure). It is giving us an indicator regarding childs response to our interventions as we increase time and intensitywe need a sensitive measure in order to know the level of time/intensity required for which program. Identifying specific and effective research-based interventions for an individual

(Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005)Big Ideas of RTIPractices/Interventions that have been shown to be effective in improving childrens academic skills at a significant level

13Choose research based approaches and implement them with fidelity, integritymeans what? Give the program its best shot Try it out the best you can. Have sufficient data to make a good choice from the beginning and then monitor it for at least 3 weeks. Look for trends. Catch students before they fail

AYP and NCLB move focus from student labels to student progress

ALL students need to reach benchmarks, regardless of labels

Placements alone never guaranteed adequate progress

Our expectations for a student should be based on their response to interventions, not on their performance on tests

Tiers improve service efficiencyWhy RTI?14Benchmarks: AET is best predictor of school success

**Tell participants they have an article in their folders that is titled Why Are We Doing RtI? by Judy Elliott ALERT, ALERTBefore attempting to implement RTI practices, consensus building and a common set of beliefs/priorities have to be established or else it is a lot like herding cats.

15Give out Essential Beliefs Surveya time to reflect.Essential Beliefs to RTII believe that no child should be left behind.

The State and Federal Government has said what is fair is not leaving ANY student behind.

95% of kids have to make benchmark by 2013. This happens through a tier model.

Batsche, G. (2007) RtI: Sustaining the Model.16

Essential Beliefs to RTII believe that it is OK to provide differential services across students (i.e. grouping students based on skills not grade level).

Intervention time should consist of grouping by skills not grade.

Batsche, G. (2007) RtI: Sustaining the Model.

To move forward positively in this direction, it is essential that some beliefs are modeled and are solid in the team and supported by staff. Essential Beliefs to RTII believe that when there is an academic and/or behavior concern for a student that academic engaged time must be considered first.

Academic Engagement Time is a better predictor than any other factor of academic success. This includes IQ and SES. If behavior is a concern, interventions should focus on increasing on-task behavior.

Batsche, G. (2007) RtI: Sustaining the Model.

18Essential Beliefs to RTII believe decisions are best made with data.

The ONLY way to separate kids with severe problems from those who are behind is response to intervention. RtI cannot be done without data.

Batsche, G. (2007) RtI: Sustaining the Model.19Activity 30 seconds to list all of the data collected from the time you get up until the time you arrive at school

Collect data all of the time some pieces are more useful than others (e.g. determining how much time you have to get to work by looking at the actual time than by guessing based on the sun, what youve already gotten done that morning, etc.Essential Beliefs to RTI I believe our expectations for student performance should be dependent upon a students response to intervention, not on the basis of a score that predicts what they are capable of doing.

Under the score/predict model, which student qualifies for special education support based on scores alone.JohnnySallyWillIQ(Avg. = 85-115)698976AdaptiveScoreAdequateNAAdequateReadingAchieve-ment 757575Dr. Phil- Hows that working for you?20The Vision

Provide effective interventions to meet the needs of ALL students through early and scientifically-based interventions and careful systems planning21This is our goala possible view of students who will likely need services but should not exceed 20% if the system is working.

Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc.

The Vision

22The VISION: To Provide Effective Interventions to Meet the Needs of ALL Students Through Early and Scientifically Based Interventions Through Careful Systems Planning.Early Intervention Changes Reading Outcomes23Grade level corresponding to age 1 2 3 4 Reading grade level432152.55.2At Risk on Early ScreeningLow Risk on Early Screening3.2ControlWith research-based core but without extra instructional intervention4.9InterventionWith substantial instructional interventionReading First, Assessment 23Notes:Children from the bottom 15% in phonemic awareness and letter knowledge were randomly assigned to either a control group, or a group that received more intensive reading instruction in first and second grade. [click] The dotted red line shows the progress of the children who did not receive extra instructional intervention, and you can see that improved classroom instruction produced slightly better outcomes for them than in the earlier study in the same schools. [click] However, the children who were identified by the screening tests and received substantial instructional intervention did almost as well as average children by the end of fourth grade. Improved classroom instruction will help our most at-risk children learn to read better, but most will require more intensive interventions if we expect them to read at grade level by the end of fourth grade.

The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.

Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.24Special EducationGeneral EducationSea of Ineligibility

Amount ofResourcesNeeded to BenefitSeverity of Educational Need or ProblemTraditional Approach to Service Delivery25Traditional method includes: wait to fail, teacher dependent on referrals, parent involvement at referral, focus on problem within the individual, identify, label, eligibility, Slow learners fall between the cracks

What happens to the students who do not make benchmark and do not qualify for special education?

Are they left to fail?Core + IntensiveCoreWeekly-Monthly

Core + Supplemental 3x/year WeeklyAmount of Resources Needed To BenefitSeverity of Educational Need or ProblemBridging the Gap26RtI approach includes:Early interventionData driven Parent part of teamExpectations vs performanceAssessment purposeImmediate interventionSpecific to target area

What components do you have in place now?Focused on Student Progress

Accountability

Greater staff involvement

Greater parent involvement

Greater student involvementBenefits to RTI27

Academic SystemsBehavioral Systems5-10%5-10%10-15%10-15%Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer durationIntensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable proceduresTargeted Group InterventionsSome students (at-risk)High efficiencyRapid response

Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

75-85%75-85%Universal InterventionsAll studentsPreventive, proactiveUniversal InterventionsAll settings, all studentsPreventive, proactiveFocus on CORE CURRICULUMEnter a School-Wide Systems for Student SuccessNovember 16, 2007Tilly, RTI on the Ground, 20072880% of the students in the green is where the focus of RtI beginsIf we are honest with ourselvesWhat we have been doing has not been predictably effective for ALL of our kids.

If we want to become more effective, we cant do the same things harder, faster or longer.

We need to do different things that are more effective.BIG Ideas of Effective TeamingWork smarter...do less and get more

Consolidate & prioritize

Communicate

Be strategic about problem solving

30Working smarterdo less and get more: shared responsibilities, prevention and intervention,

Consolidate and prioritize: it is better do one thing really well than a lots of things poorly

Communicate: Effective communication during meetings, objective data to communicate needs to match with resources

Be strategic about problem solving: Evaluate p-s efforts and impact on student outcomes (self-study)

We have all heard the expression: think outside the box Permission to change at different levelsSupport each otherNot bad mouthRealize there will be bumps in the road Prepare yourselfWhat is theproblem?Why is it happening?What should bedone about it?How do we ensureimplementation integrity?Did it work? Individual /SchoolProblem Solving is Tied to 5 Major QuestionsThe key to implementing this model is using data to assist in answering each of the questions associated with the problem-solving method. As schools we need to move away from our traditional student assistance teams because we were good at problem talking but not problem solving- through this system we shift our thoughts on analyzing a problem and solving the problem not just I had her mother and but focusing on why it is happening and what to do.

321. Problem Identification2. Problem Analysis3. Plan Development4. PlanImplementation5. Plan Evaluation The Questions Lead to DecisionsYou need to develop procedures that everyone in the district will follow where the facilitators are trained in problem solving.

33Is your district meeting AYP at 80%?

Tier OneUniversal Instruction

Analyzing whether Core curriculum is effectiveFinding gaps/ discrepanciesProcess may take focused district wide year long professional development shaping your coreIf core isnt strong it wont matter how many interventions you have in place spinning wheels90/90/90 Study

34A Tiered Approach to Literacy:Core Interventions

Options that are provided to students as a part of the general curriculum with specific intent.Comprehensive School Wide Intervention Tier 1

A Tiered Approach to Literacy:Strategic Interventions

Targeted interventions focus on students who need more assistanceComprehensive School Wide Intervention Tier 1

Targeted Interventions Tier 2A Tiered Approach to Literacy:Intensive Interventions

Intense and often individualized interventions are for the smallest group of students with the most extreme needsComprehensive School Wide Intervention Tier 1TIER 3Targeted Interventions Tier 2It requires an expanded set of skillsChange is uncomfortableInterventions are integrated, not done by team members or special educators only

It can focus on OUR weaknesses rather than the students

It requires good collaboration, communication and a common commitment to student success

Student progress is ALL that mattersBarriers to RTIChange is difficult- embrace that what you are doing is good for kids.As we make this change we need to keep in mind that this is not just an elementary approach it is also a secondary approach that will take on a different look.38

Small steps make a BIG difference!

39Sherman VideoYou can make a difference if you believe!ReferencesBatsche, G. (2006). Problem-Solving and Response to Intervention: Focusing on Improved Academic Achievement for ALL Students. Illinois State Board of Education.

Batsche, G. et al. (2006). Response to Intervention: Policy Considerations and Implementation. National Association of State Directors of Special Education, Inc: Virginia.

Batsche, G. (2005). Problem-Solving and Response to Intervention: Maximizing Opportunities for Student Progression. LADSE.

Illinois ASPIRE Training Modules (2006).41Websites for Intervention ReviewFlorida Center for Reading Research: www.fcrr.org

Institute for the Development of Educational Achievement (IDEA; University of Oregon) http://reading.uoregon.edu/

Oregon Reading First Center: http://oregonreadingfirst.uoregon.edu/SIprograms.php

Texas Center for Reading and Language Arts: www.texasreading.org

Texas Reading Initiative: www.tea.state.tx.us

University of Kansas Center for Research on Learning http://www.ku-crl.org/

Positive Behavior Intervention Support: www.pbis.org, www.ebdnetwork-il.org

Safe & Civil Schools: www.safeandcivilschools.com

Task Related Skills: Skills for School SuccessCurriculum & Associates

What Works Clearinghouse www.w-w-c.org

I-ASPIRE www.illinoisaspire.com

Illinois State Board of Education - www.isbe.net

National Research Center on learning disabilities www.nrcid.org

My Breakfast Reading Program (Interactive Phonics Activities) www.mybreakfastreadingprogram.com

Michael Heggerty Phonemic Awareness www.literacyresourcesinc.com

Phonics-Based Activities www.starfall.com

Intervention Central: www.interventioncentral.org

Kevin Feldman: www.scoe.org

Progress Monitoring: www.studentprogress.org