RTI: An Introduction for High Schools - RTI | RTI …RTI divides school support resources into 3 progressively more intensive levels--or 'tiers'--of intervention. RTI first gained

Response to Intervention

RTI: An Introduction for High Schools

Jim Wrightwww interventioncentral orgwww.interventioncentral.org

www.interventioncentral.org




Access PPTs and other materials from this workshop at:

http://www.interventioncentral.org/marcuswhitman



“The quality of a school as a learning The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”struggling students.--Wright (2005)

www.interventioncentral.org 4Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.


Making RTI Work at the Middle and High School Level

Challenges to High Schools. What are some challenges facing high g g gschools that Response to Intervention can help to address? can help to address?

www.interventioncentral.org 5


Secondary Students: Unique Challenges…Secondary Students: Unique Challenges…Struggling learners in middle and high school may:• Have significant deficits in basic academic skills• Have significant deficits in basic academic skills• Lack higher-level problem-solving strategies and

conceptsconcepts• Present with issues of school motivation• Show social/emotional concerns that interfere with

academics• Have difficulty with attendance• Are often in a process of disengaging from learning

even as adults in school expect that those students will move toward being ‘self managing’ learners


move toward being self-managing learners…


School Dropout as a Process, Not an EventSchool Dropout as a Process, Not an Event

“It is increasingly accepted that dropout is best It is increasingly accepted that dropout is best conceptualized as a long-term process, not an instantaneous event; however most interventions instantaneous event; however, most interventions are administered at a middle or high school level after problems are severe ”after problems are severe.


Source: Jimerson, S., Reschly, A.L., & Hess, R. (2008). Best practices in increasing the likelihood of school completion. In A. Thomas & J. Grimes (Eds). Best Practices in School Psychology - 5th Ed (pp. 1085-1097). Bethesda, MD: National Association of School Psychologists.. p.1090


Student Motivation & The Need for InterventionStudent Motivation & The Need for Intervention“A common response to students who struggle in sixth grade is to wait and hope they grow out of it or adapt, to g p y g p ,attribute early struggles to the natural commotion of early adolescence and to temporary difficulties in adapting to new organizational structures of schooling, adapting to new organizational structures of schooling, more challenging curricula and assessment, and less personalized attention. Our evidence clearly indicates that at least in high-poverty urban schools sixth that, at least in high poverty urban schools, sixth graders who are missing 20% or more of the days, exhibiting poor behavior, or failing math or English do not recover On the contrary they drop out This says not recover. On the contrary, they drop out. This says that early intervention is not only productive but absolutely essential.”


Source: Balfanz, R., Herzog, L., MacIver, D. J. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle grades schools: Early identification and effective interventions. Educational Psychologist,42, 223–235. .


What Are the ‘Early Warning Flags’ of Student Drop-Out?What Are the Early Warning Flags of Student Drop Out?A sample of 13,000 students in Philadelphia were tracked for 8 years These early warning indicators were tracked for 8 years. These early warning indicators were found to predict student drop-out in the sixth-grade year: year:

• Failure in English• Failure in mathFailure in math• Missing at least 20% of school days• Receiving an ‘unsatisfactory’ behavior rating from at • Receiving an unsatisfactory behavior rating from at

least one teacher



Response to InterventionWhat is the Predictive Power of These Early

Warning Flags?Warning Flags?Number of ‘Early Warning Flags’ in Student Record

Probability That Student Would Graduate

None 56%

1 36%

2 21%2 21%

3 13%3 13%

4 7%




Common Core State Standards InitiativeStandards Initiativehttp://www.corestandards.org/

View the set of Common Core View the set of Common Core Standards for English Language Arts (including writing) and mathematics being adopted by mathematics being adopted by states across America.



Common Core State Standards: Supporting Different Learners in ELA

“The Standards set grade-specific standards but do The Standards set grade specific standards but do not define the intervention methods or materials necessary to support students who are well below or necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great grade specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given achievement levels of students in any given classroom.”


Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrievedon September 23, 2012, from http://www.corestandards.org/; p. 6.


Common Core State Standards:

“ It is also beyond the scope of the Standards to Supporting Different Learners in ELA

…It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives ”and skills necessary in their post high school lives.


Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrievedon September 23, 2012, from http://www.corestandards.org/; p. 6.


Response to Intervention (RTI)Response to Intervention (RTI) is a blue-print that schools can implement to proactively identify students who struggle with

d i d/ b h i l d fi it d id th ith academic and/or behavioral deficits and provide them with academic and behavioral intervention support. RTI divides school support resources into 3 progressively more intensive school support resources into 3 progressively more intensive levels--or 'tiers'--of intervention. RTI first gained national recognition when written into congressional legislation, the g g g ,Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. Because the focus of RTI is on the underperforming learner, schools can use this approach as the 'toolkit' for h l i t li l t tt i th biti


helping struggling learners to attain the ambitious standards of the Common Core.

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Avg Classroom Academic Performance Level

Discrepancy 1: Skill Gap Discrepancy 1: Skill Gap (Current Performance Level)

Discrepancy 2:Gap in Rate of Learning (‘Slope

Target Student

‘Dual Discrepancy’: RTI Model

Learning ( Slope of Improvement’)


Dual-Discrepancy : RTI Model of Learning Disability (Fuchs 2003)


Activity: What Are Your School’s Greatest Challenges?• In your groups discuss the most significant • In your groups, discuss the most significant

challenges that your school faces in educating your studentsyour students.

• Narrow the list of challenges to your TOP 2-3.• Be prepared to share with the larger group.



RTI Tiers. What do the 3 levels, or ‘tiers’, of RTI look like and what students do they serve?y



RTI Ti 1 C I t tiRTI: Tier 1 Core Instruction

Focus of Inquiry: Because it benefits all students and is the most efficient way to yimprove academic skills, core instruction is the most important element of RTI most important element of RTI.



RTI ‘Pyramid of Tier 3: Intensive interventionsInterventions’ Tier 3: Intensive interventions.Students who are ‘non-responders’ to Tiers 1 & 2 are

Tier 3

referred to the RTI Team for more intensive interventions.

Tier 2 Individualized interventions. Subset of students receive interventions Tier 2

Tier 1: Universal interventions

students receive interventions targeting specific needs.

Tier 1Tier 1: Universal interventions.Available to all students in a classroom or school. Can consist


of whole-group or individual strategies or supports.


RTI Plan: Tier 1 Core InstructionRTI Plan: Tier 1 Core InstructionTier 1: High-Quality Core Instruction. The student receives high quality core instruction in the area of receives high-quality core instruction in the area of academic concern. ‘High quality’ is defined as at least 80% of students in the classroom or grade level 80% of students in the classroom or grade level performing at or above grade-wide academic screening benchmarks through classroom instructional support alone (Christ, 2008).



How To: How To: Implement

Strong Core Strong Core Instruction

(Online)(Online)



How To Implement Strong Core InstructionIncrease Access to Instruction1 I t ti l M t h L t t i i t l 1. Instructional Match. Lesson content is appropriately

matched to students' abilities (Burns, VanDerHeyden, & Boice 2008)Boice, 2008).

2. Content Review at Lesson Start. The lesson opens with a brief review of concepts or material that have previously a brief review of concepts or material that have previously been presented. (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).



How To Implement Strong Core InstructionIncrease Access to Instruction3 P i f L G l( ) At th t t f i t ti th 3. Preview of Lesson Goal(s). At the start of instruction, the

goals of the current day's lesson are shared (Rosenshine, 2008)2008).

4. Chunking of New Material. The teacher breaks new material into small manageable increments 'chunks' or material into small, manageable increments, chunks , or steps (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support1 D t il d E l ti & I t ti Th h t th 1. Detailed Explanations & Instructions. Throughout the

lesson, the teacher provides adequate explanations and detailed instructions for all concepts and materials being detailed instructions for all concepts and materials being taught (Burns, VanDerHeyden, & Boice, 2008).

2. Talk-Alouds/Think-Alouds. Verbal explanations are given 2. Talk Alouds/Think Alouds. Verbal explanations are given to explain cognitive strategies: ‘talk-alouds’ (e.g., the teacher describes and explains each step of a cognitive strategy) and ‘think-alouds’ (e.g., the teacher applies a cognitive strategy to a particular problem or task and

b li th t i l i th t t ) (B


verbalizes the steps in applying the strategy) (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).

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How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support3 W k M d l Th t h k l f d i 3. Work Models. The teacher makes exemplars of academic

work (e.g., essays, completed math word problems) available to students for use as models (Rosenshine available to students for use as models (Rosenshine, 2008).

4. Active Engagement. The teacher ensures that the lesson 4. Active Engagement. The teacher ensures that the lesson engages the student in ‘active accurate responding’ (Skinner, Pappas & Davis, 2005) often enough to capture student attention and to optimize learning.



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support5 C ll b ti A i t St d t h f t 5. Collaborative Assignments. Students have frequent

opportunities to work collaboratively--in pairs or groups. (Baker Gersten & Lee 2002; Gettinger & Seibert 2002)(Baker, Gersten, & Lee, 2002; Gettinger & Seibert, 2002).

6. Checks for Understanding. The instructor regularly checks for student understanding by posing frequent checks for student understanding by posing frequent questions to the group (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support7 G R di Th t h f ll l 7. Group Responding. The teacher ensures full class

participation and boosts levels of student attention by having all students respond in various ways (e g choral having all students respond in various ways (e.g., choral responding, response cards, white boards) to instructor questions (Rosenshine, 2008).q ( , )

8. High Rate of Student Success. The teacher verifies that students are experiencing at least 80% success in the lesson content to shape their learning in the desired direction and to maintain student motivation and

t (G tti & S ib t 2002)


engagement (Gettinger & Seibert, 2002).

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How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support9 B i k R t f I t ti Th l t b i k 9. Brisk Rate of Instruction. The lesson moves at a brisk

rate--sufficient to hold student attention (Carnine,1976; Gettinger & Seibert 2002)Gettinger & Seibert, 2002).

10. Fix-Up Strategies. Students are taught fix-up strategies (Rosenshine 2008) for use during independent work (e g (Rosenshine, 2008) for use during independent work (e.g., for defining unknown words in reading assignments, for solving challenging math word problems).



How To Implement Strong Core InstructionGive Timely Performance Feedback1 R l F db k Th t h id ti l d 1. Regular Feedback. The teacher provides timely and

regular performance feedback and corrections throughout the lesson as needed to guide student learning (Burns the lesson as needed to guide student learning (Burns, VanDerHeyden, & Boice).

2. Step-by-Step Checklists. For multi-step cognitive 2. Step by Step Checklists. For multi step cognitive strategies, the teacher creates checklists for students to use to self-monitor performance (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice1 S i f P ti Th h t L Th l 1. Spacing of Practice Throughout Lesson. The lesson

includes practice activities spaced throughout the lesson. (e g through teacher demonstration; then group practice (e.g., through teacher demonstration; then group practice with teacher supervision and feedback; then independent, individual student practice) (Burns, VanDerHeyden, & p ) ( , y ,Boice).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice2 G id d P ti Wh t hi h ll i t i l th 2. Guided Practice. When teaching challenging material, the

teacher provides immediate corrective feedback to each student response When the instructor anticipates the student response. When the instructor anticipates the possibility of an incorrect response, that teacher forestalls student error through use of cues, prompts, or hints. The g , p p ,teacher also tracks student responding and ensures sufficient success during supervised lessons before having

d i h kill k l d students practice the new skills or knowledge independently (Burns, VanDerHeyden, & Boice, 2008).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice3 S t f I d d t P ti Th t h 3. Support for Independent Practice. The teacher ensures

that students have adequate support (e.g., clear and explicit instructions; teacher monitoring) to be successful explicit instructions; teacher monitoring) to be successful during independent seatwork practice activities (Rosenshine, 2008).( , )

4. Distributed Practice. The teacher reviews previously taught content one or more times over a period of several weeks or months (Pashler et al., 2007; Rosenshine & Stevens, 1995).



Activity: Core Instruction Fidelity Checks

• Lembke et al (2012) recommend that schools periodically use teacher self- collegial or periodically use teacher self , collegial, or administrative checks to ensure that strong explicit core instruction is occurring in classes.g

• Discuss how your school could use a ‘core instruction’ checklist like the one just reviewed to ensure strong Tier 1 (core) instruction across all classrooms.


Source: Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements. Psychology in the Schools, 49(3), 257-272.


RTI: Decision Points and Quality IndicatorsRTI: Decision Points and Quality IndicatorsThe next 3 sections of this presentation summarize

RTI t h i t ti ti RTI at each intervention tier as: • ‘Decision points’: People looking at data, talking

about individual student needs, deciding what intervention supports those students need, designing intervention plans for those students.

• ‘Quality indicators’: The elements that must be in yplace to ensure quality interventions.



RTI: Tier 1 General-Education Classroom Intervention

Focus of Inquiry: Because the teacher is the Tier 1 (classroom) RTI ‘first responder’ who can Tier 1 (classroom) RTI first responder who can potentially assist any struggling student, schools should prepare necessary resources and define clear guidelines for how to gimplement Tier 1 interventions.




Tier 3









Tier 1: Teacher Consultation/Team• At Tier 1, problem-solving occurs when the teacher meets

briefly with a team (e.g., grade-level team, instructional team, department) or a consultant.

• The teacher defines the student problem(s), selects intervention(s) decides how to monitor the intervention and intervention(s), decides how to monitor the intervention, and documents the intervention plan—with the guidance of the team or consultant

• The teacher meets again with team or consultant several weeks later to check on the status of the intervention.

• The classroom teacher is the person primarily responsible for the integrity of the Tier 1 intervention plan.Th b f t d t i i Ti 1 i t ti d d


• The numbers of students requiring Tier 1 interventions depends on district decision-rules defining classroom ‘at-risk’ status.

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How To: Create a Written How To: Create a Written Record of Classroom

InterventionsInterventions(Online)



Tier 1 Secondary Level:Case Example: Patricia:

Reading Comprehensiong p



Case Example: Reading ComprehensionThe Problem• A student, Patricia, struggled in her social studies class,

particularly in understanding the course readings. Her teacher, Ms. Cardamone, decided that the problem was significant enough that the student required some individualized supportenough that the student required some individualized support.



Case Example: Reading ComprehensionThe Evidence• Student Interview. Ms. Cardamone met with Patricia to ask her

questions about her difficulties with social studies content and assignments. Patricia said that when she reads the course text and other assigned readings she doesn’t have difficulty with and other assigned readings, she doesn t have difficulty with the vocabulary but often realizes after reading half a page that she hasn’t really understood what she has read. Sometimes she hasn t really understood what she has read. Sometimes she has to reread a page several times and that can be frustrating.



Case Example: Reading ComprehensionThe Evidence (Cont.)• Review of Records. Past teacher report card comments suggest

that Patricia has had difficulty with reading comprehension tasks in earlier grades. She had received help in the reading lab at her previous school although there was no record of what specific previous school, although there was no record of what specific interventions were tried in that setting.

• Input from Other Teachers Ms Cardamone checked with other • Input from Other Teachers. Ms. Cardamone checked with other teachers who have Patricia in their classes. All expressed concern about Patricia’s reading comprehension skills. The g pEnglish teacher noted that Patricia appears to have difficulty pulling the main idea from a passage, which limits her ability to


extract key information from texts and to review that information for tests.

42


Case Example: Reading ComprehensionThe Intervention• Ms. Cardamone decided, based on the evidence collected, that

Patricia would benefit from training in identifying the main idea from a passage, rather than trying to retain all the information presented in the text presented in the text.

She selected two simple interventions: Question Generation She selected two simple interventions: Question Generation and Text Lookback. She arranged to have Patricia meet with her during an open period to review these two strategies. During that meeting, Ms. Cardamone demonstrated how to use these strategies effectively with the social studies course text

d th i d di


and other assigned readings.

43


Reading Comprehension: Retention Strategies• QUESTION GENERATION. This strategy incorporates paragraph

main ideas and note-cards to promote retention of textual information: (1) LOCATE MAIN IDEAS. For each paragraph in an assigned reading, the student either (a) highlights the main idea

t (b) hi hli ht k d t il d th t it sentence or (b) highlights key details and uses them to write a ‘gist’ sentence. (2) WRITE MAIN IDEAS ON NOTE-CARDS. The student then writes the main idea of that paragraph on an index student then writes the main idea of that paragraph on an index card. Cards are sequentially numbered to correspond with paragraphs in the passage. (3) GENERATE REVIEW p g p p g ( )QUESTIONS. On the other side of the card, the student writes a question whose answer is that paragraph’s main idea sentence.


The card-stack becomes a study tool.Source: Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181-221.


Text lookback is a simple strategy that students can use to boost their recall of

Text Lookback

expository prose by identifying questions that Lookback require information from the text and then looking back in the text in a methodical manner to locate that information.

http://www.interventioncentral.org/htmdocs/interventions/dngcomp /t tlkbk php


rdngcompr/txtlkbk.php


Case Example: Reading ComprehensionDocumentation and Goal-Setting• Ms Cardamone filled out a Tier 1 intervention plan for the

student. On the plan, she listed interventions to be used, a checkup date (4 instructional weeks), and data to be used to assess student progressassess student progress.

• Data: Ms. Cardamone decided that she would rate the student’s grasp of text content in two ways: student s grasp of text content in two ways: – Student self-rating (1-4 scale; 1=don’t understand; 4 = understand

well))– Quiz grades.

• She collected baseline on both and set a goal for


gimprovement.

46








Case Example: Reading ComprehensionThe Outcome• When the intervention had been in place for 4 weeks, Ms.

Cardamone noted that Patricia appeared to have a somewhat better grasp of course content and expressed a greater understanding of material from the text understanding of material from the text.

• Because Patricia’s self-ratings of reading comprehension and quiz grades met the goals after 4 weeks Ms Cardamone quiz grades met the goals after 4 weeks, Ms. Cardamone decided to continue the intervention plan with the student without changes.g

• The teacher also shared her intervention ideas with other teachers working with Patricia.


g

50


Tier 1 Interventions Are NOT…Tier 1 Interventions Are NOT…• The classroom teacher trying strategies informally

without documentationwithout documentation.• Minor actions such as ‘called the parent’ or ‘moved the

student’s seat’student s seat .• A restatement of the core instructional strategies given

to all students in the classto all students in the class.



Tier 1Intervention-Planning: Teacher Consultation/Team• At Tier 1, problem-solving occurs when the teacher

meets briefly with a team (e.g., grade-level team, instructional team, department) or a consultant., p )

• The teacher defines the student problem(s), selects intervention(s), decides how to monitor the intervention and documents the intervention plan—

Activity: Review the team-based problem-

l i d l intervention, and documents the intervention plan—with the guidance of the team or consultant

• The teacher meets again with team or consultant l k l t t h k th t t f th

solving model presented here for Tier 1 interventions. several weeks later to check on the status of the

intervention.• The classroom teacher is the person primarily

Tier 1 interventions.

What are enablers responsible for the integrity of the Tier 1 intervention plan.

• The numbers of students requiring Tier 1

and roadblocks to putting this process in place at your school?


The numbers of students requiring Tier 1 interventions depends on district decision-rules defining classroom ‘at-risk’ status.

52

place at your school?


RTI Ti 2 S l t l I t tiRTI: Tier 2 Supplemental Intervention

Focus of Inquiry: Tier 2 interventions occur above and beyond core instruction, usually in y , ysmall-group format. Tier 2 interventions are often ‘standard-protocol’ programs that match often standard protocol programs that match common student intervention needs in a schoolschool.




Tier 3









Tier 2/3 Interventions: Quality IndicatorsEach Tier 2/3 intervention plan shows evidence that:• Instructional programs or practices are ‘evidence-based.• The intervention has been selected because it logically addressed the

area(s) of academic deficit for the target student (e.g., an intervention to address reading fluency was chosen for a student whose primary to address reading fluency was chosen for a student whose primary deficit was in reading fluency).

• All students enrolled in the Tier 2/3 intervention group have the same shared intervention need.

• The student-teacher ratio in the group provides adequate student support: Tier 2 up to 7 students; Tier 3 up to 3 studentssupport: Tier 2 up to 7 students; Tier 3 up to 3 students.

• The intervention provides contact time adequate to the student academic deficit. Tier 2 interventions occur a minimum of 3-5 times per


week in sessions of 30 mins or more; Tier 3 interventions occur daily in sessions of 30 mins or more (Burns & Gibbons, 2008).

55


Tier 2/3 Interventions: Scheduling StrategiesTier 2/3 Interventions: Scheduling StrategiesRTI Scheduling Strategy Considerations

Schoolwide RTI Period. The Ideas for scheduling a schoolwide RTI Schoolwide RTI Period. The school sets aside one period per day (e.g., 35-45 minutes) during

Ideas for scheduling a schoolwide RTI period: (1) Trim a brief amount of time (e.g., 5 minutes) from each class period in the

which all students have the opportunity to receive appropriate academic support Tier 2/3

daily schedule to free up time for a stand-alone period. (2) In schools whose staff by contract must report before students or academic support. Tier 2/3

students are provided with interventions during this period.

contract must report before students or remain for a period after student dismissal each day, the school might lengthen the interventions during this period.

Non-RTI students may use this time as a study hall or for other

each day, the school might lengthen the student day to overlap with the additional AM or PM staff time, perhaps freeing up at


academically relevant activities. least some of the minutes needed to cobble together an RTI period.



Zero Period. The school creates an This option requires that staff teaching Zero Period. The school creates an optional period before the official start of the school day. During that ‘zero

This option requires that staff teaching zero-period classes receive extra compensation or adjustment of their

period’, students can elect to take core or elective courses. Those students needing RTI support can take an

school-day teaching schedule. Also, parents and students must make a firm commitment to attend zero period needing RTI support can take an

essential class during zero period, freeing up a time-slot during the school

commitment to attend zero-period classes, as these course entail additional work and potential freeing up a time slot during the school

day to receive their RTI assistance. additional work and potential inconvenience—including an earlier wake-up time and home responsibility


for transportation.



Core Course with Extended Time. Students placed in an extended-time Core Course with Extended Time.The school creates two-period sections of selected core-area classes

Students placed in an extended time core course (two class periods) may have to give up or postpone the

(e.g., English, Introductory Algebra). Students are recruited for these extended time sections who need

opportunity to take another course.

The extended-time course can be extended-time sections who need additional time to master course concepts and/or complete assigned

made more effective if the school can assign additional staff (e.g., co-teacher; trained paraprofessional) to concepts and/or complete assigned

work. The two-period course allows the teacher time to provide core

teacher; trained paraprofessional) to push into the setting for at least part of the class to provide individualized


instruction and provide supplemental interventions in such areas as literacy.

e c ass o p o de d dua edsupport .

Response to InterventionTier 2/3 Interventions: Scheduling Strategies

Study Hall Schedule Coordinated with RTI Services Using academic Study Hall Schedule Coordinated with RTI Services. Using academic screening and/or archival records, the school identifies students who require RTI support. These students are scheduled as a bloc in a common study hall. Th h l th h d l RTI i t th ti th t d h ll The school then schedules RTI services at the same time as the study hall. Reading teachers, other trained interventionists, and/or tutors run short-term (5-10 week) Tier 2/3 group or individual sessions. ( ) g p

Students are recruited from the study hall and matched to the appropriate RTI service based on shared need They are discharged from the RTI service and service based on shared need. They are discharged from the RTI service and rejoin the study hall if they show sufficient improvement. (NOTE: If the study hall meets daily, students in RTI groups who are in less-intensive interventions

b h d l d f lt t d b t t d h ll d RTI ) may be scheduled for alternate days between study hall and RTI groups.)

This model is fluid: After each 5-10 week period, new RTI groups or tutoring


p g p gassignments can be created, with students again being matched to these services based on need.



Credit Recovery. A school that has The credit-recovery option requires Credit Recovery. A school that has access to online ‘credit recovery’ courses offers a struggling student the

The credit recovery option requires that a student be self-motivated and willing to take on extra work in order to

option to take a core course online (via credit recovery) on his or her own time. This option frees up a time slot during

access RTI help. While this option may be s good fit for some students, many may lack the motivation and skill set This option frees up a time-slot during

the school day for that student to get RTI assistance.

may lack the motivation and skill-set necessary for success in an online course taken outside of the school day.RTI assistance. course taken outside of the school day.



Caution About Tier 2 Supplemental Interventions: Avoid th ‘H k H l ’ Tthe ‘Homework Help’ Trap

• Group-based interventions are an efficient Group based interventions are an efficient method to deliver targeted academic support to students (Burns & Gibbons, 2008).

• However, students should be matched to specific research-based interventions that paddress their specific needs.

• RTI Tier 2 intervention support should not take ppthe form of unfocused ‘homework help’, test preparation, or reteaching of l t t


classroom content.


What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/

This website reviews core instruction and intervention instruction and intervention programs in reading/writing, as well as other academic areas.

The site reviews existing studies and draws conclusions about whether specific pintervention programs show evidence of effectiveness.



Best Evidence Encyclopediahttp://www.bestevidence.org/

This site provides reviews of evidence based reading and evidence-based reading and math programs.

The website is sponsored by The website is sponsored by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) .



National Center on Intensive Intervention Academic Intervention Tools Charthttp://www.intensiveintervention.org/chart/instructional-intervention-

ltools

Sponsored by the National Center on Intensive Intervention this page on Intensive Intervention, this page provides ratings to intervention programs in reading, math, and writingwriting.

Users can streamline their search by subject and grade level


y j g(elementary or middle school).


Tier 2 Interventions Are NOT…Tier 2 Interventions Are NOT…

• Homework help or test preparation.D li d d i i t ti l ti• Delivered during core instructional time.



RTI: Tier 3 Intensive Intervention

Focus of Inquiry: General-education students who receive Tier 3 services take up the greatest amount of RTI resources and are at grisk for referral to special education if they fail to improve So these high-stakes casesto improve. So these high stakes casesrequire the RTI Problem-Solving Team, which follows a customized which follows a customized, team-based ‘problem-solving’

hwww.interventioncentral.org

approach.66



Tier 3









Tier 3: RTI Problem-Solving Team• At Tier 3, the RTI Problem-Solving Team (‘RTI Team’) meets on

students with intensive academic or behavioral needs to develop customized intervention plans. NOTE: The RTI Team is equivalent to the NJ Intervention & Referral Services (I&RS) Team.

• The RTI Team is prepared to develop Tier 3 plans for up to 5 • The RTI Team is prepared to develop Tier 3 plans for up to 5 percent of students in a school.

• RTI Team meetings follow a version of the investigative ‘problem-RTI Team meetings follow a version of the investigative problemsolving’ consultation model (e.g., Bergan, 1995)—to include:– Problem Identification– Problem Analysis– Plan Development and Implementation


– Problem Evaluation

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Source: Kovaleski, J. F., Roble, M., & Agne, M. (n.d.). The RTI Data Analysis Teaming process. Retrieved on May 3, 2011, from http://www.rtinetwork.org/essential/assessment/data-based/teamprocess


The Tier 3 RTI Problem-Solving Team Is NOT…The Tier 3 RTI Problem Solving Team Is NOT…

• A group whose purpose is to screen students to see if they should be referred to Special Educationthey should be referred to Special Education.

• A place to bring students who need only classroom (Tier 1) interventions(Tier 1) interventions.



Activity: RTI: QuestionsActivity: RTI: Questions

• In your groups discuss the RTI model • In your groups, discuss the RTI model presented at this workshop.Wh t ti d till h b t RTI t • What questions do you still have about RTI at the high school level?



fDefining Intervention-Related Terms. What are the definitions for different types of student instruction and support ? (Online)and support ? (Online)



Core Instruction, Interventions, Instructional Adj t t & M difi ti S ti Th O tAdjustments & Modifications: Sorting Them Out

• Core Instruction. Those instructional strategies that are used routinely with all students in a general-education setting are considered ‘core instruction’. High q alit instr ction is essential and forms the High-quality instruction is essential and forms the foundation of classroom academic support. NOTE: While it is important to verify that a struggling student While it is important to verify that a struggling student receives good core instructional practices, those routine practices do not ‘count’ as individual student pinterventions.




• Intervention. An academic intervention is a strategy used to teach a new skill, build fluency in a skill, or encourage a child to apply an existing skill to new situations or settings. An inter ention can be tho ght of as “a set of actions that An intervention can be thought of as “a set of actions that, when taken, have demonstrated ability to change a fixed educational trajectory” (Methe & Riley-Tillman 2008; p 37) educational trajectory (Methe & Riley Tillman, 2008; p. 37). As an example of an academic intervention, the teacher may select question generation (Davey & McBride,1986.; y q g ( yRosenshine, Meister & Chapman, 1996), a strategy in which the student is taught to locate or generate main idea

t f h h i d d


sentences for each paragraph in a passage and record those ‘gist’ sentences for later review.



• Instructional Adjustment. An instructional adjustment (also known as an 'accommodation') is intended to help the student known as an accommodation ) is intended to help the student to fully access and participate in the general-education curriculum without changing the instructional content and

itho t red cing the st dent’s rate of learning (Skinner Pappas without reducing the student’s rate of learning (Skinner, Pappas & Davis, 2005). An instructional adjustment removes barriers to learning while still expecting that students will master the same i t ti l t t th i t i l A i t ti l instructional content as their typical peers. An instructional adjustment for students who are slow readers, for example, may include having them supplement their silent reading of a y g pp gnovel by listening to the book on tape. An instructional adjustment for unmotivated students may include breaking larger assignments into smaller ‘chunks’ and providing students


g g p gwith performance feedback and praise for each completed ‘chunk’ of assigned work (Skinner, Pappas & Davis, 2005).



• Modification. A modification changes the expectations of what a student is expected to know or do—typically by lowering the academic standards against which the student is to be e al ated E amples of modifications are gi ing a is to be evaluated. Examples of modifications are giving a student five math computation problems for practice instead of the 20 problems assigned to the rest of the class or of the 20 problems assigned to the rest of the class or letting the student consult course notes during a test when peers are not permitted to do so. Modifications are p pgenerally not included on a general-education student’s classroom intervention plan—because lowering academic

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expectations is likely to result in these students falling further behind rather than closing the performance gap.


RTI & the Classroom: Are Modifications Occurring in Core Instruction?

In your ‘elbow groups’ discuss the In your elbow groups , discuss the difference between ‘instructional adjustment (accommodation)’ and j ( )‘modification’.Are general-education students being g ggiven modifications during core instruction in your school or district?If so, what are ways to support students while preventing these modifications from b i d?


being used?

RTI: An Introduction for High Schools - RTI | RTI …RTI divides school support resources into 3 progressively more intensive levels--or 'tiers'--of intervention. RTI first gained

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