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Response to Intervention (RtI): Problem Solving for Student Success

SAISD Leadership Summit, 2008

What is RtI?

RtI is the practice ofproviding high-quality instruction and intervention matched to student needs andusing learning rate over time and level of performance tomake important educational decisions.

What is RtI?

• A problem-solving process using multiple tiers of intervention support i.e. the three-tier model

• An integrated data collection/assessment system to inform decisions at each tier of instructional support delivery

• A process where the teacher’s focus is on WHAT and HOW the student is doing, notWHERE the student is going

• The abandonment of the idea and belief that the problem resides with the student

What are Important Considerations?

• RtI a process that takes time

• RtI is more about general education than special education; focus is on a tightly aligned curriculum & powerful instructional strategies

• It involves problem-solving; it is not an independent process

• RtI is “Response”-data based (formative assessment) and

• “Intervention”-evidence-based (progress monitoring)

What are the Essential Components?

• Provide high quality curriculum, instruction and intervention matched to the student’s learning or behavior needs;

• Monitor student’s progress frequently to make decisions about changes in instruction and behavior management;

• Apply the student’s responses to intervention(s) data to inform educational decisions

-NASDE, 2005

Why RtI?RtI has a strong basis in statute and rule

Individuals with Disabilities Education Improvement Act (IDEIA, 2004):

Reflects heightened intensity that we must do more beforereferring children to special educationNational Joint Committee for Learning Disabilities, (2005) Research Findings:

RtI reduces referral to special education by providing intensive intervention outside of special educationTexas Commissioner’s Rules for Special Education:

Students Identified for Special Education Services : State of Texas 10% - SAISD: 12% - State Goal: 8&

• All SAISD students deserve on-grade level instruction with interventions as needed

Why RtI?

Collaborative Problem Solving

• Implement Plan(Treatment Integrity/Fidelity to Program)

Carry out the intervention

• Evaluate(Progress Monitoring Assessment)

Did our plan work?

• Define the Problem(Screening and Diagnostic Assessments)

What is the problem and why is it happening?

• Develop a Plan(Goal Setting and Planning)

What are we going to do?

What are the Benefits?

• Enhanced Student Performance• Greater accountability

• Enhanced staff involvement

• Increased parent involvement

• Increased student involvement

What is the Role of the Principal?

• Understands and communicates the RtI process

• Sets the vision and teacher expectations for the RtI process

• Ensures collaborative, problem-solving structures are in place

• Works collaboratively with RtI team

• Monitors staff focus on fidelity to interventions

• Checks students’ progress monitoring reports

• Facilitates priority setting

• Ensures follow-up

• Supports program evaluation

What’s the Role of the CIC?

In collaboration with the principal:

• Leads the RtI process and team meetings

• Leads, monitors, models, supports and coaches the implementation of the curriculum guides and formative mini assessments with all teachers, including special education

• Leads the data response sessions with teachers and other campus staff for the purposes of informing instructional decision making and student support

• Provides ongoing professional development and classroom support

• Attends all CIC meetings

• Shares learning and planning with administrative team weekly

• Provides input into district curriculum and instruction decisionmaking

What’s the RtI Plan for 2008-2009?

• Elementary Reading Tiers I, II, II

• Elementary Mathematics Tiers I, II, III

• Middle School Reading Tiers I, II, III

• Middle School Mathematics Tiers I, II, III

• High School Reading Tiers I, II, III

• High School Mathematics Tiers, I, II, III

• RtI Coordinators – CIC

• RtI Team- (CIC, Principal and/or Assistant Principal, Teachers*, Counselor, Nurse, etc.)

• RtI monthly training and data sharing – CIC meetings; Principal meetings

* Required

What Do We Need to Remember?

• Effectively engage and teach all children <on grade level>

• Intervene early and often

• Use a multi-tier model of instructional support

• Use a collaborative, problem-solving methodology

• Use research-based, scientifically validated curriculum, instruction and interventions)

• Maintain fidelity to intervention and to curriculum guides

• Monitor student progress frequently to inform instruction; use student data to make decisions

Final Thoughts

If the RtI model is applied successfully in kindergarten through second grade, almost all students will arrive in third grade able to read third grade text accurately and fluently, with variable levels of understanding. Torgeson, 2004

RtI is also an effective approach to general school improvement.

RtI is more than pre-referrals services; it is a comprehensive service delivery system that requires significant changes in how a school

serves all students.National Association of State Directors of Special Education (2006, May). Myths

about response to intervention (RtI). Retrieved online October 31, 2007, from http://www.nasdse.org

High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.

We are being asked to accomplish things we’ve never done before. (Lack of knowledge = Lack of confidence)

We Can Accomplish This For Our Students!