RtI Response to Intervention EDUC – 503 11.08.11

RtIResponse to Intervention

EDUC – 503 11.08.11

1. Provide common background for RtI

2. Review core components of the RtI model

3. Develop an understanding of RtI at both the elementary and secondary level

4. Identify why RtI is required topic for this course

What words come to mind when you think of

early intervention • RtI • SRBI ?

(Write down ALL words that come to mind)

Alphabet Soup

RtI = Response to Intervention (national)

SRBI = Scientific Research-based Interventions

(Connecticut)

Shifts in THINKING… Shifts in the LAW…

Over the last 30 years, how we address the needs of students has evolved:

• We have changed our thinking on how we teach and how children learn.

• These discoveries have resulted in educational laws and practices (IDEA Partnership, 2007).

NCLB 2001: accountability for learning school improvement adequate yearly progress (AYP) ensures academic growth and

achievement for all children regardless of race, ethnicity or religion.

Reauthorization of IDEA 2004: effective (research-based) instruction progress monitoring early intervening services explicitly allows states to use RTI to

identify LD AND forbids states from forcing schools to use ‘discrepancy model’

ensures free and appropriate education for children with disabilities

IDEA 2004 States…▫“when determining whether a child has a specific

learning disability ... a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability" ... a school "may use a process that determines if the child responds to scientific, research-based intervention as part of the evaluation procedures ..." (Section 1414(b)(6)).

“Traditional Identification Model”

Average Classroom Academic

Performance Level

Target

Student

Discrepancy 1: Skill Gap (Current Performance Level)

Discrepancy 2:Gap in Rate of Learning (‘Slope of Improvement’)

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

7

•RtI is a regular education, comprehensive and systematic approach to assessing and instructing students such that all students experience continuous growth (preK-12)

•It is also a focus on students whose progress indicates a need for proactive steps and/or early intervention - academic & behavioral - beforebefore students fall behind

Additional THINKING Behind RtI

STUDENT

LEARNING

Instruction Assessment

Collaborative

Decision-making

Key Components of RtI

What is up with all of these TIERS?

It brings me to TEARS trying to figure it out!

WEEP NO MORE!We are all learning together.

In small groups, read through slides with s on them. Complete a Venn Diagram (one per group) to show your understanding.

15 minutes = sharing in whole group

Tier I Tier II

Tier III

Key Components

All TIERS: Integration of data-driven, Collaborative Decision-Making Model to analyze student performance

data & to make changes in instruction for students

TIER I: High quality, differentiated, research-based core curriculum, instruction for all students

Systematic & comprehensive assessment plan with common benchmark assessments (3 times per year)

TIER II/III: Additional interventions requiring frequent progress monitoring (Using data to answer th

question: How is the student responding to the intervention?)

Decision Making

Decision Making

RTIRTI Component 1: InstructionComponent 1: Instruction

Tier III: specialized & intensive intervention; individualized support (1-5%)

Tier II: supplemental instruction and interventions; small homogenous groups for at-risk learners; designed to support & enhance Tier I instruction (5-15%)

Tier I: research-based, differentiated core classroom instruction; identification of “at-risk” students (95-100%)

TieTier r III III

Tier Tier IIII

Tier ITier I

BehavioraBehaviorall

AcademiAcademicc

14

Decision Making

Decision Making

RTIRTI Component 2: Assessment Component 2: Assessment

Tier III: more frequent & targeted progress- monitoring to track learning progress, plan interventions and provide feedback (1-5%)

Tier II: additional, targeted progress- monitoring to track learning progress,

plan interventions and provide feedback (5-15%)

Tier I: use of assessment data to monitor student progress & inform instruction (e.g. district-wide summative assessments & common benchmark assessments, 3x/year; classroom formative assessments; additional diagnostic and/or screening assessments) (95-100%)

TieTier r III III

Tier Tier IIII

Tier ITier I

BehavioraBehaviorall

AcademiAcademicc

15

Decision Making

Decision Making

RTIRTI Component 3: Collaborative Component 3: Collaborative Decision-making ModelDecision-making Model

Tier III: Student Assistance Teams (S.A.T.)

Tier II: S.A.T. and/or Instructional Data Teams

Tier I: Instructional Data Teams

TieTier r III III

Tier Tier IIII

Tier ITier I

BehavioraBehaviorall

AcademiAcademicc

16

Evaluation Team (referral)

Component

Tier I Tier II Tier III

Focus For all students Students not meeting benchmark who have not responded to Tier I

Students with marked difficulties who have not responded to Tiers I or II

Program Research-based curricula & instruction

Programs & strategies designed to supplement, support & enhance Tier I

More intensive programming to supplement Tier I

Collaborative Decision-Making Model

IDT meetings IDT and/or Student Assistance Teams (S.A.T.)

S.A.T. & Evaluation Teams (when appropriate)

Grouping Flexible & differentiated grouping (based on student needs, progress & instructional objectives)

Homogenous small-group instruction (generally 1:3 – 1:5)

1:1 or 1:2 focused instruction

Time Allotted CORE instructional time

Could be additional time

Additional time

Assessment

3 benchmark assessments & formative assessments (early intervention; inform instruction)

Frequent progress monitoring on targeted skill to ensure progress

More frequent progress monitoring on targeted skill(s) to ensure progress

Staff/ Interventionalist

Classroom teacher TBD school (classroom teacher, reading specialist, ESL, speech therapist, etc…)

Specialized interventionalist

Setting Classroom Designated by school (inside/outside classroom)

Determined by student need and designated by school

A Tier II or III intervention…

IS: IS NOT:Modified modes of task presentation (differentiated instruction)

Preferential seating

Cue work habits, organizational skills

Parent contacts

Increase task structure (directions, rationale, checks for understanding, etc…)

Shortened assignments

Mini-lessons or small group instruction on skill deficits

Peer-tutoring

Change scope and sequence of tasks

Doing more of the “same”/core classroom assignment

Teaching additional learning strategies (multi-sensory, organizational, metacognitive, work habits, etc…)

Observations of students

Increase time spent on skill deficit Accepting failure

18

Now, what do you KNOW?

Share something you learned today about RtI that you could explain to someone else.

www.rti4success.org

20

Using Data to Support RtI DecisionsNext steps in understanding

Forms of Evidence and Forms of Evidence and AssessmentAssessment

22

Where can we get the DATA for use in decision Where can we get the DATA for use in decision making?making?

(These are a (These are a fewfew possible data sources) possible data sources)Common Formative Assessments

District Benchmark Assessments

Summative Assessments

•Open-ended response questions

•Common Everyday Math Progress Checks (pre-assessment)

•Frequency list of Higher-Order-Thinking questions

•Exit slips

•Conference notes (active & quiet research)

•Unit pre-assessment

•Rubrics

•Developmental Reading Assessment and/or Fountas & Pinnell Benchmark Assessment Rubrics

•Direct Assessment of Writing Prompts

•Everyday Math Benchmark Assessments

•District Word Study Assessments (Phonemic Awareness, Phonics and Spelling for Writing Assessments)

•End-of-Unit Assessments

•Every Day Math Progress Checks

•CMT/CAPT

•DRP

23

Data for Intervention Meetings (focused on the individual child):

Progress Monitoring Assessments

Diagnostic Assessments

•Project Read Progress Monitoring Assessments

•Hampton Brown Progress Monitoring Assessments

•Everyday Math Progress Checks

•DIBELS

•Repeated Readings

•Writing Samples

•Running Records

•Gallistel-Ellis Phonics Assessment

•DIBELS

•Peabody Vocabulary Assessment

•Developmental Spelling Assessment

•DRA2 Word Analysis Assessment & High Frequency Word Recognition Tasks

•Criterion-referenced Tests

24

The Process for RtI (In the Greenwich Public Schools it is referred to as S.A.T.)

Collaborative Decision-Collaborative Decision-Making Model: The Making Model: The processprocess for RtI for RtI

RtI

26

Take a look at the GPS S.A.T. Handbook

It can be found in the resources tab of the wiki

27

Why do you think that RtI is a required topic in this course?

28