Response to Intervention. Why care about RtI? Reason 1 Schools are about the business of teaching students skills To be life-long learners To lead productive.

Response to Intervention

Why care about RtI?

Reason 1 Schools are about the business of teaching

students skills To be life-long learners To lead productive adult lives

Why care about RtI?

Reason 2 NCLB: all students must demonstrate proficiency

on math and English language arts by the end of the 2013-2014 school year

RtI reasearch indicates that 94-98% of all students can meet grade level benchmarks when provided with appropriate general education intervention

Why care about RtI?

Reason 3 RtI supports quality implementation of special

education via Special education being part of a district’s overall

intervention process Assistance with child find Alternative approach to SLD identification

May reduce the need for traditional standardized testing May assist in timely ID of suspected disability May assist in adverse impact determinations

Progress monitoring and problem solving strategies

What is RTI?

A tiered model that is used in place of the established discrepancy model for determining interventions for students struggling in school

It is a model that relies on data-based decision making CBM provides a portion of the data needed to

change instruction and intervention Identifying and providing high quality

instruction and research-based interventions matched to student needs

What is RTI

A district-wide process All buildings/grade levels will participate in the

process Identifies students

Not achieving to benchmark standards And/or whose behavior is affecting educational

performance Uses a problem solving framework to address

learning needs

RtI Core Principles

Commit to effectively teaching all children Intervene early Support learning with a systematic multi-tier

service delivery model Use a problem-solving model to make

instructional/intervention decisions Use scientific, research-based interventions Monitor student progress to inform instruction Use data to make decisions Use assessment for three different purposes

RTI Core Principles and Components

If we do this: Use research-based, scientifically validated tiers of

instruction and intervention Scientifically based screening and progress

monitoring to inform instruction and intervention Use of data in the decision making process

We can get this: Prevention and Early Intervention Problem solving is building a better support system

for general education Every student is everyone’s responsibility

RTI Tiers

Tier 215%

Tier 180%

Tier 35%

Tier 1 Students with no supplemental interventions needed All students in all settings Preventive and Proactive

Tier 2 Students who are at-risk and need supplemental

interventions Generally small group instruction with additional or

different curricula Some students High efficiency, rapid response

Tier 3 Students who are highly at risk and need intensive

interventions Generally one-on-one instruction Can be, but not necessarily special education students Assessment-based, high intensity Generally of a longer duration

We've started the intervention, what’s next?

Stay the course If a student is successful, keep them in program as it

is

If you think the student is ready to transition back to Tier 1 only services, gradually reduce the intervention and closely monitor their progress If the student begins to have trouble again, go back

to what was working If they are doing well with no additional intervention

services needed let them go back to Tier 1 only

RTI

Requires schools to use research-based curricula and intervention strategies at all levels Be warned- many curriculums will call themselves

research-based, but in fact are not

Which research is good?

Research conducted with a wide variety of ages, SES groups, states, students with varying ability levels

Studies that compare two or more programs at once

Multiple studies Just one study is not enough

Large sample size The more students in the study the better

RTI is the Problem Solving Model

Steps in the Model What is the problem? Why does the problem exist? What should be done to address the problem? Did the intervention work, and what’s next?

Problem Solving Model

Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?

Problem AnalysisWhy is it happening?Why is it happening?

Plan DevelopmentWhat shall we do about it?What shall we do about it?

Plan EvaluationDid Our Plan Work?

RTI decision-making model (Problem-Solving Model)

CBM is a tool for making the following decisions: Problem Identification

Is the difference between what is expected in the general education curriculum and how the student performs large enough to warrant further assessment?

Problem Certification How severe is the problem?

Exploring Solutions What are the goals for the intervention? What is the content of the intervention? What is the process of the intervention?

Evaluating Solutions Is the student attaining the established goals? If not, does the intervention require modification?

Problem Solution Is the discrepancy still significant or can resources be reduced?

Problem-Solving Model dictates specific information to collect at each step

Problem-Solving Decision

Measurement activity Specific Task

Problem Identification

Observe student differences between expected and actual performance

Peer-referenced or criterion referenced comparison

Problem Certification

Describe the magnitude of the difference between actual and expected performance

Survey Level Assessment (SLA)

Exploring Solutions Determine options for annual goals

Write annual goal based on SLA

Evaluating Solutions

Monitor intervention implementation & changes in student performance

Collect progress monitoring data & compare with aimline

Problem Solution Observe student difference between expected and actual performance

Repeat peer-referenced comparison and SLA

Tenets of the Problem-Solving Model and Response to Intervention (RTI)

Learning occurs as an interaction between the student and the environment

Problems are defined as a discrepancy between what is expected and what is occurring

All children will make progress with quality instruction

Because the outcomes of typically effective interventions cannot be predicted with certainty, we must measure progress & outcomes

Our job, as educational personnel, is to solve educational problems that students experience in schools.

Instructional Intervention Plan

Instructional Procedures: Skills to be taught & teaching strategies (i.e. phonemic awareness,

phonics, fluency, vocabulary, comprehension). Materials used

Workbook, Accelerated Reader, Picture cards, etc. Arrangements

Small group vs. 1:1 teaching etc. Time

Time allotted for skill instruction (i.e. 15 minutes) Motivational Strategies

Praise, rewards, grades, etc.

Instructional Procedures Materials Arrangements Time Motivational Strategies

Focus/Skill I Teaching Strategy        

Instructional Intervention Plan

Student Name: Teacher Name: Goal:

Interventions

Interventions must be implemented similarly to the way they were in research If we deviate from the methods used in research we

are not doing the same intervention, thus they are no longer research based

Interventions must be in place for 6-8 weeks before efficacy can be evaluated Shorter periods of time cannot truly show change in

a valid and reliable way

Big Changes

No Child Left Behind IDEIA Reauthorization 2004 Illinois Rules and Regulations President’s Commission on Special

Education Excellence This gives us the opportunity to make

significant changes in how we help our students!

IDEIA 2004

“the local education agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability”

“may use a process which determines if a child responds to scientific, research-based interventions”

If we suspect a student has a learning disability we have to consider, along with data, that the child was provided appropriate high-quality, research based intervention in general education settings

We must rule out lack of scientifically based instruction in Reading and Math, and lack of English proficiency

CBM

CBM stands for Curriculum Based Measurement

It is a way to monitor students and get them the help they need as they need it

Is applicable in all academic areas and behavior

Problems with Most Traditional Assessments:

Too long Too complicated Too infrequent Too hard to interpret Too insensitive to progress Too different from curriculum materials Too vague for informing instruction And likely out of touch with IDEIA 2004

Characteristics of Curriculum-Based Measures

Short Simple Frequent Easy to interpret Sensitive to progress From your curriculum materials Informs instructional decision making Aligns with the IDEIA 2004 assessment

requirements

History of Curriculum-Based Measurement (Deno, 2003)

The developers of CBM sought to establish a measurement system that: teachers could use efficiently would produce accurate, meaningful information

that would easily measure progress could answer questions about program

effectiveness would inform instructional decisions

CBM Critical Features

CBM is distinctive from curriculum-based assessment Standardized and highly prescriptive

Reliable and Valid scores Alternative forms of equal difficulty

Samples the year-long curriculum Repeated measurement on a single task

Changes in performance on this task are then interpreted to reflect change in a student’s proficiency

“Big Ideas” about CBM

CBM are simple, efficient, valid tools for decision making in the basic skills areas

CBM are dynamic indicators of basic skills Dynamic: Is sensitive to change over time Indicators: General outcome measures Basic Skills: Focus on basic skills because these are the

most predictive of general academic achievement (e.g., reading, math, written expression, and spelling)

Basic Curriculum-Based Measures

Academic Area Task & Administration Time

Scoring Units

Reading Oral reading from passage for 1 minute

# of Words Read Correct

# of Errors

Math Completion of computational problems for 2-5 minutes

# of Correct Digits

# Correct Problems

Written Expression Writing a story given a story starter for 3 minutes

# of Words Written

# of Correct Writing Sequences

Spelling Writing spelling words dictated every 5 seconds for 2 minutes

# of Correct Letter Sequences

# of Words Spelled Correctly

CBM is like a thermometer

What CBM can tell us about academic “health” If we have a reading “problem”

worth watching

If we have a serious “problem”

It gives us a goal for our intervention

If our intervention is effective

If our intervention is successful

End of year first grade student reading 30 Words Read Correct (WRC) Per Minute

End of year first grade student reading 10 WRC Per Minute

End of year first grade student reading 50 WRC Per Minute

First grade student’s reading is going up 2 words per week

Reading level is within “normal” range

Rationale for Using CBM Strong Research Base - Over 30 years of CBM

research has demonstrated that when teachers use CBM for instructional decision making: Students learn more Teacher decision making improves Students are more aware of their performance

Teachers can write legally defensible IEP goals (Yell & Stecker, 2003)

Aligned with IDEIA and RTI

CBM AND PROGESS MONITORING

District Wide

Use benchmarks to monitor all students

3 times a year-fall, winter, and spring

Identify students at-risk Classroom

Monitor students who are at-risk.

CBM progress monitoring procedures

Define the annual goal in measurable terms (Words read correct per minute)

Draw a goal line connecting the student’s initial performance to the end-of-year goal to illustrate the rate of progress by which the teacher expects the student to achieve.

Frequently administer CBM probes (2x per week, weekly, biweekly)

Plot the scores and apply standard decision-making rules to the graphed data.

When the student’s actual rate of progress is not as rapid as the anticipated rate of progress, the teacher implements an intervention likely to enhance student achievement

Progress Monitoring Graph

Reasons for Progress Monitoring

Progress monitoring is conducted frequently and is designed to: Estimate rates of student improvement Identify students who are not demonstrating adequate

progress Compare the efficacy of different forms of instruction,

and design more effective, individualized instructional programs for learners

CBM is formative – it informs instructional decisions

Reasons for using CBM to Write Goals

Measures performance and progress in the general curriculum (IDEIA 2004)

Produces ambitious, specific measurable goals (IDEIA 2004)

Allows for both summative and formative evaluation (IDEIA 2004)

Allows for frequent reports to parents that are easily understood (IDEIA 2004)

Decision-rules for making changes when students are unexpectedly not making progress (IDEIA 2004)

CBM procedures have been validated for use in writing observable and measurable goals and making statements about student’s progress in the general curriculum

Research Approved Curricula- Reading

REWARDS Approved for Grades 4-12 Most appropriate for Tier 2 or 3 www.rewardsreading.com

Collaborative Strategic Reading Approved as Tier 1 for Grades 3-6 Approved as Tier 2 for Grades 7-12 http://www.sopriswest.com

Research Approved Curricula- Reading Cont.

Vocabulary Through Morphemes Approved for Grades 4-8 Best for Tier 2 www.sopriswest.com

Six Minute Solution Approved for Grades K – 9 Most appropriate for Tier 2 or 3 www.sopriswest.com

Research Approved Curricula- Math

I CAN Learn® Pre-Algebra and Algebra Approved for Grades 6-12 Can be Tier 2 or Tier 3 http://www.icanlearn.com/courseware/k12/

algebra.asp?src=content Saxon Middle School Math

Approved for Grades K through 12 Can be Tier 1 or 2 http://saxonpublishers.harcourtachieve.com/en-US/

saxonmath_intermediate

CBM Materials & Resources

What Works Clearing House www.whatworks.ed.gov

Aimsweb / Edformation www.aimsweb.com

DIBELS www.dibels.uoregon.edu

INTERVENTIONS www.interventioncentral.org

Additional Resources

PBIS Behavior Supports www.pbis.org

Institute for Academic Success www.academicaccess.org

Matching interventions to students www.isteep.com

RtI Resources www.ed.sc.edw/caw/toolbox.html

More Resources National Center on Student Progress

Monitoring www.studentprogress.org

Consortium on Reading Excellence www.corelearn.com

Florida Center for Reading Research www.fcrr.org

Oregon Reading First Center www.reading.uoregon.edu

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