Response to Intervention: A Framework for Educational Reform

1. Response to Intervention:A Framework for Educational Reform Colorado Department of Education

2. Not to determine whether a student qualifies for special education, but rather to enhance the success of students with a variety of academic and behavioral needs. ULTIMATE PURPOSE of RTI

3. Core Principles We believe that… • ALL children can learn and achieve high standards as a result of effective teaching. • All students must have access to a rigorous, standards-based curriculum and research-based instruction. • Intervening at the earliest indication of need is necessary for student success (Pre K-12). • A comprehensive system of tiered interventions is essential for addressing the full range of student needs.

4. Core Principles • Student results are improved when ongoing academic and behavioral performance data are used to inform instructional decisions. • Collaboration among educators, families and community members is the foundation to effective problem-solving and instructional decision-making. • Ongoing and meaningful involvement of families increases student success. • All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability. • Effective leadership at all levels is crucial for the implementation of RtI.

6. The overarching purpose of RtI implementation is to improve educational outcomes for all RtI Defined Response to Intervention is an approach that promotes a well- integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social- emotional, and behavioral needs. A continuum of evidence-based, tiered interventions with increasing levels of intensity and duration is central to RtI. Collaborative educational decisions are based on data derived from frequent monitoring of student performance and rate of learning. students.

7. How it fits

8. Focus on problems within child Causes presumed to be largely due to internal variables Unexpected underachievement (relative to ability) IQ-Achievement discrepancy Assumes better classification leads to better treatment Traditional vs. Problem-Solving • Focus on outcomes • Causes presumed to be largely due to external variables • Unexpected underachievement (relative to good instruction) • Failure to respond to empirically validated instruction or interventions • Decisions about students based on progress monitoring data

9. Practitioner’s Guidebook • Six Components • Understanding the Three-Tiered Model • Key Definitions • Role Expectations • RtI after Implementation • Special Considerations • Glossary • Resources

10. Six Essential Components of RtI • Leadership • Curriculum & Instruction • Problem-Solving Process • Progress Monitoring • School Culture & Climate • Family and Community Engagement

11. Leadership • State • Training • Guidelines • District • Professional development • Resources • Development of leadership roles • Building • Time • Fidelity • Support problem-solving process • Develop action plan

12. Curriculum Across the Tiers Universal Tier • Provide foundation of curriculum and school organization that has a high probability(80 – 90% of students responding) of bringing students to a high level of achievement in all areas of development/content • Choose curricula that has evidence of producing optimal levels of achievement (evidence-based curriculum) Targeted Tier • Supplemental curriculum aligned with Core Curriculum and designed to meet the specific needs of the targeted group Intensive Tier • Focused curriculum designed to meet the specific needs of the targeted group and/or individual • Consideration of replacement Core curriculum

13. Curriculum: Guiding Questions(District or School ) • Is curriculum evidenced-based and sufficient? • How document evidence and what constitutes evidence (both quantitative and qualitative)? • Is the curriculum aligned to the standards? • How will the Core curriculum identify needs and how will they be addressed? • How will the effectiveness of the Core curriculum be monitored and adapted over time? • For which children/students is the Core curriculum sufficient and not sufficient, and why? • What specific supplemental and intensive curricula are needed (doesthe Core curriculum need to be changed)?

14. Instruction Across the Tiers Universal Tier • Instructional strategies that are proven effective by research • Instruction that is systematic and explicit • Differentiated instruction Targeted • Involves homogeneous small group or individual instruction • Explicit and systematic instruction targeting specific skill/content • Research-based instruction to such student factors as age, giftedness, cultural environment, level of English language acquisition, mobility, etc. • Supplemental to Tier I instruction -- increasing time and intensity Intensive • Explicit, intense instruction designed to unique learner needs • Delivered to individuals or very small groups • Narrowed instructional focus and increased time

16. The Problem-Solving Process

17. Problem-Solving Team • Comprised of teachers (classroom and special educators), specialists, and parents • Partner with parents • Plan prescriptive interventions for students • Promote shared responsibility for student learning • Collect and review data • Evaluate responsiveness to intervention

18. Assessments in RtI • Screening and BenchmarkUniversal measures that give a quick read on whether students have mastered critical skills. • DiagnosticIndividually administered to gain more in-depth information and guide appropriate instruction or intervention plans. • Progress MonitoringDetermines whether adequate progress is made based on individual goals regarding critical skills. • OutcomeProvides an evaluation of the effectiveness of instruction and indicate student year-end achievement when compared to grade-level performance standards.

19. Purposes of Assessment • Identify strengths and needs of individual students • Inform problem-solving process • Inform instruction and necessary adjustments • Evaluate the effectiveness of instruction at different levels of system (e.g., classroom, school, district) • Inform educational decisions

20. Outcomes of Progress Monitoring • ScreeningGoal: To identify students at academic or behavioral risk • Benchmark TestingGoal: Evaluation of students at designated periods • Strategic MonitoringGoal: Monitoring individual students using ongoing information about specific skills. • Intensive MonitoringGoal: Based on an individualized plan, monitoring individual students using ongoing information about specific skills and interventions.

21. Strategic Monitoring • Targeted interventions based on data that students are at-risk of failure. • For students who are struggling with specific skills • Monitoring occurs more than at the universal level to ensure intervention is working (e.g., every 4-6 weeks). • Approximately 5-10% of students. Progress Monitoring in RTI Intensive Monitoring • Intensive interventions based on comprehensive evaluation. • For students with most intensive needs that may be several grade levels behind. • Monitoring occurs more often to ensure intervention is working (e.g., every 1-2 weeks). • Approximately 1-5% of students. Universal Level • Research-based, high quality general education. • Screening and benchmark testing for ALL students. • Data continues to inform instruction, but less frequently (e.g., 3 times a year). • Enough monitoring for 80-90% of students.

22. Positive School Climate:Essential Elements A caring school community Instruction in appropriate behavior and social problem-solving skills Positive Behavior Support (PBS) Effective academic instruction

23. Positive School Climate: Essential Practices • Defining and consistently teaching expectations of behavior for students, parents and educators • Acknowledging and recognizing students and adults consistently for appropriate behaviors • Monitoring, correcting or re-teaching behavioral errors

24. Positive School Climate: Essential Practices • Engaging teachers in a collaborative team problem-solving process that uses data to guide instruction • Including families in a culturally-sensitive, solution-focused approach to supporting student learning

25. Family & Community Engagement • Effective partnerships include: • Parents • Families • Students • Community members • Educators • Indicators of effective partnerships: • Sharing information • Problem-solving • Celebrating student successes • Central to effective partnerships is the recognition of shared responsibility and ownership of student challenges and successes.

26. Key Roles/Expectations for Families • Collaborate with teachers regarding identified need • Share information about child and family as appropriate • Support student learning at home • Attend Problem-solving team meeting • Partner in intervention planning and progress monitoring

27. PUTTING IT ALLTOGETHER

28. BEST PRACTICES of Tier I • Core Instruction • Assessment/Progress Monitoring • Data discussions • What should the overall process look like during Tier I?

29. Core Instruction During Tier I • Scientifically based core instructional programs and practices • Based on state/district standards and benchmarks • Intervention occurs within the general design of the classroom (flooding, flexible grouping) • Instructional changes are made based on classroom and school-wide assessment

30. Data Discussions in Tier I • Professional Learning Communities • Data-dialogue meetings • Grade or Content-level meetings • Meeting should be efficient, organized and scheduled regularly • Discuss • Whole group, flexible group changes, class changes at secondary • Curricular gaps based on review of class benchmarks or other data

31. Assessment in Tier I • Progress monitoring is conducted primarily using school-wide screenings three times per year • Classroom assessments • Benchmarks • Quarterly and Unit Assessments

32. The Overall Process of Tier I • Teachers evaluate school-wide assessment data to inform instructional placement decisions • Monitor all students • Differentiate instruction, groupings, accommodations • Complete documentation for students needing targeted interventions

33. BEST PRACTICES of Tier II:and how to Distinguish from Tier I • Problem Solving Process • Data dialogue • Assessment/Progress Monitoring • Design of Instruction/Intervention • What should the overall process look like at this tier?

34. Data Dialogue in Tier II: • Consultation between consultant and teacher to define and analyze a measurable problem prior to problem-solving team meeting. • Focus on data that is specific to problem identified. • Problem-solving team meeting led with facilitator which is timed, sequential and efficient.

35. Assessment in Tier II: • Progress is monitored more often (weekly, bi-monthly) • Progress is monitored repeatedly for a period of time using consistent CBM tool • Trends in performance are used to gauge effectiveness of supports and interventions • Ineffective intervention plans are changed in a timely manner • Intervention plans are modified based on emerging needs

36. Gap Analysis • A critical factor in determining whether a student is making sufficient progress in Tier I is conducting a Gap Analysis. Example: Benchmark vs. Current Level of Performance = Gap 90 wpm/40 wpm = 2.25 2+ = Significant Gap and signifies a need for Tier II or Tier III intervention to close the Gap between student and peers

37. Design of Instruction/Intervention in Tier II: How to distinguish from Tier I • Instruction supplements, not supplants core instruction • Focus on non-responders to Tier I • Short-term intervention • Homogeneous, same ability small group (3-5 students) instruction

38. The Overall Process of Tier II Goals: • to gain critical academic or behavior skills so students can return to the core curriculum or • to enhance academic or behavior instruction to maximize student learning • Specific progress monitoring occurs to inform instruction • Ongoing consultation occurs between case manager/consultant and teacher

39. BEST PRACTICES of Tier III: • Problem Solving Process • Data dialogue • Assessment/Progress Monitoring • Design of Instruction/Intervention • What should the overall process look like at this tier?

40. Problem-Solving Process in Tier III: • Identify why interventions have been unsuccessful • Develop and improve existing interventions or generate new interventions that are more intensive

41. Data Dialogue in Tier III: • Identical to Tier II, happens in problem-solving team meetings with same process • Consultants continue to dialogue with classroom teacher, parent, etc. between meetings to support intervention plan

42. Progress Monitoring in Tier III: More often • Progress monitoring may need to happen every week; however, depending on the grade level and/or skill less often may be sufficient (every other week) • Modifications are made to individualized instruction in response to the data collected

43. Design of Instruction in Tier III:and how to Distinguish from Tier II • The intervention may stay the same but will increase in • Intensity (more time per session) • Frequency (additional sessions during day or week) • Duration (implement intervention over longer period of time in weeks) • The focus of the intervention may change as well

44. Overall Process of Tier III: • Supplemental – continue to educate student in core curriculum and with the interventions that have been implemented if successful • Interventions and progress monitoring intensify • If the goal is to gain academic and behavior skills the lack of progress and inability to close the Gap with intensive interventions may indicate a disability issue

45. Understanding and Utilizing the Comprehensive Evaluation Tool

46. Evaluating Systems Implementation Rubric

49. Evaluating Systems What are the training needs in the district/school?

50. Helpful Websites • Intervention Central: progress monitoring, intervention ideas, behavior resources www.interventioncentral.org • Aimsweb: progress monitoring resources www.aimsweb.com • What Works Clearinghouse: Strategies and programs that are researched based www.w-w-c.org • Doing What Works: U.S. Department of Education resources on interventions that are research based www.dww.ed.gov