Response to Intervention - mapsms.org · Response to Intervention: ... Can generate local norms and benchmarks. Universal Screening. 18. Why Screen? ... Grade level teams set goals

1

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

[email protected]

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

3

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

5

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

6

Standards Aligned Instruction

All students receive high-quality, research-based instruction in the general education standards aligned system

7

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.

8

*The most crucial work of RtI implementation is ensuring quality teaching in the standards aligned general

education core curriculum.

Standards Aligned Instruction

9

High Quality StandardsAligned Instruction

• Big Ideas

• Conspicuous Strategies

• Mediated Scaffolding

• Strategic Integration

• Primed Background Knowledge

• Judicious Review

10

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.

11

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

12

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

13

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??

14

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

15

Universal Screening

All students are screened to determine academic and behavioral status against grade-level benchmarks

16

• 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

17

• 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

18

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

19

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.

20

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

21

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

22

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

23

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

24

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.

25

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

26

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.

27

Progress Monitoring

Progress monitoring data determines the effectiveness of interventions and drives student movement through the tiers.

28

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

29

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

30

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

31

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

32

•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

33

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

34

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

35

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

36

36

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.”

37

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.

38

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

39

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

40

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)?

41(Pederson, 2005)

n=142

42

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.

43

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.

44

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).

45

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.

46

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).

47

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

48

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 ]

49

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.

50

Tiered Intervention and Service Delivery

Some students receive increasingly intense levels of targeted, scientifically research-based interventions with proven effectiveness dependent upon student need

51

• 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

52

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

54

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

56

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

59

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

61

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

62

•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

63

Scheduling

Build dedicated time in the schedule for grade level intervention (Tier Time).

64

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

65

Additional Considerations

Ongoing Development

Leadership

Professional Development

Parental Engagement

Fidelity

Sustainability

English Language Learners

Special Education Eligibility

66

67

Implementation Examples

Elementary Schools

www.rtiiconference.com

Highland Park Elementary

Borders Philadelphia

Low SES, high mobility, high % ELL, high % minority, grades 1 – 5 building

RtII Pilot Site

68

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

69

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)

70

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

71

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

72

Scanlon, 2010

Considerations

Fidelity Checks

Learning Walks

Formal Teacher Observations

Data Meetings

• Adherence to Critical Question Format

73

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

74

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

75

Results of Statewide Data

Elementary Schools

Secondary RtII Overview

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

77

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.

78

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).

79

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.

80

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.

81

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.

82

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.

83

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

84

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

85

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

86

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

87

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/

88

PaTTAN Resources

RtII Implementation Guide

District Implementation Toolkit

Parent Toolkit

Secondary Toolkit

SLD Determination

Training Materials/Modules

Publications

89www.pattan.net

90

Questions?