Response to Intervention: Creating a Systematic Response

1. Response to Intervention:Creating a Systematic Response

2. Urgent • Directive • Timely • Targeted • Administered by trained professionals • Systematic

3. Urgent • Directive • Timely • Targeted • Administered by trained professionals • Systematic

4. Urgent • Directive • Timely • Targeted • Administered by trained professionals • Systematic

5. Urgent • Directive • Timely • Targeted • Administered by trained professionals • Systematic

6. Urgent • Directive • Timely • Targeted • Administered by trained professionals • Systematic

7. Urgent • Directive • Timely • Targeted • Administered by trained professionals • Systematic

8. Urgent • Directive • Timely • Targeted • Administered by trained professionals • Systematic

9. Systematic response for ALL

10. Core RTI Principles • all children • Intervene early • Use a multi-tier model of service delivery • Use a problem-solving method to make decisions within a multi-tier model • Use research-based, scientifically validated interventions/instruction to the extent available • Monitor student progress to inform instruction • Use data to make decisions • Use assessment for 3 different purposes • Screening, diagnostic, progress monitoring NASDSE, 2006

11. RTI Misconception

12. Designing School-Wide Systems for Student Success • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

13. ELL Title Programs Response to Intervention District Office Resources Curriculum Development Professional Development Special Education

14. RTI begins with General Education! • Teachers don’t fail students, systems do. • RTI is a system for differentiation of instruction! • RTI is a system that is predicated on the general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

15. In The Past Title Reading or Other Reading Support General Education Special Education Some “Fell’” Through Some “Fell’” Through

16. Full Continuum of Support Title Reading & Reading Support, Gifted Ed. General Education Special Education, Gifted Ed. I I I I I I I I Interventions I all along the continuum! =

17. Reading Is Not Optional Kindergarten Fourth grade Behavior Problems Low graduation rates

18. Days and Weeks Matter vs. Developmental lag Skill deficit We can’t wait for them to “bloom?”

19. Good reading builds reading AND cognitive skills! Days and Weeks Matter

20. Differences Learning to ReadEstimates from NICHD research

21. A Tale of Two Systems Does the child find the system, or does the system find the child?

22. Jessie participates in the curriculum Jessie’s teacher does his best to differentiate instruction and keeps anecdotal data Jessie isn’t doing well Teacher tries again Jessie doesn’t improve Jessie improves The pre referral/discrepancy approach Pre-referral team (CARES) reviews what teacher has tried Resumes regular program Teacher’s effort is deemed sufficient Teacher is told to try again Special Education referral is initiated by the teacher Jessie is tested, usually by special education personnel, using IQ, achievement, and other tests

23. From the KWL What does the process entail? What are the steps to Special Education referral in RTI?

24. Daisy participates in the general core curriculum with strong instruction Data Team reviews screening data and places Daisy in group intervention Daisy is screened and isn’t doing well Second Group Intervention Daisy doesn’t improve Daisy improves How RTI Works from a Student’s Perspective Data Team designs individualized intervention Resumes general program Daisy improves Daisy doesn’t improve Improvement is good and other factors are suspected as cause Intervention is intense and LD is suspected Special Education referral is initiated by the team Parents Notified Progress monitoring and intervention data is used

25. Donald participates in the general curriculum with strong instruction Team reviews achievement and behavioral data (school wide) and places Donald in an intervention class Screening shows Donald Isn’t doing well Donald doesn’t improve Donald improves Donald cycles through 2 times EBIS Team conducts Individual Problem Solving & a more intensive intervention is selected Gains an Elective at the Quarter/semester Donald improves Donald doesn’t improve Improvement is good and other factors are suspected as cause Intervention is intense and LD is suspected Special Education referral is initiated Evaluation planning meeting, Procedural safeguards provided, consent obtained, 60 school-day timeline starts

26. Think, Pair, Share • How do the two team processes differ? • How are teams currently organized in your district? • How would your team process look different in a multi-tiered, RTI system? • Does the child find the system, or does the system find the child?

27. From the KWL What is a good model for large districts to implement successfully?

28. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION CONSENSUS INFRASTRUCTURE The Process is Ongoing and Long-Term

29. So how do we make this happen? Interventions Progress Monitoring Decision rules and reading protocol Core Curriculum with strong instruction Universal screener Data based teaming Leadership Professional Development

30. Leadership • District Level AND • School Level

31. Teaming • Principal • Classroom Teachers • Specialists • School Counselor • School Psychologist Collaborating

32. Teaming • Principal • Classroom Teachers • Specialists • School Counselor • School Psychologist Co-laboring

33. Professional Development and Fidelity • Delivery: • Ongoing • Anticipate and be willing to meet the newly emerging needs based on student and staff need and performance. • Sufficient time to collaborate and plan • Incorporates fidelity checks • Data ALSO used to drive professional development needs.

34. Professional Development and Fidelity • 5 minute walk through • Core program fidelity check • Intervention fidelity checks

35. Professional Development and Fidelity Content: • Core curriculum & instruction • Assessment • Interventions • Teaming • Data-based decision making • SPED procedures

36. Universal Screening • Universal screening for ALL students at least three times per year • Good screening measures: • Efficient, brief, valid, reliable, unbiased and over-identifies • Screening is used as a key measure to determine: • The health of the core • Which students might need additional intervention

37. Core Program • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension • State standards • Scope and sequence Phonics Phonemic Awareness Comp r hens i on F luency Vocabulary For all students!

38. Secondary Core Program The research based curriculum and instruction across all classes that allows students to access and respond to text across content areas.

39. Reading Next Infrastructure recommendation • Extended time for literacy (2 – 4 hours of instruction and practice) • Professional development • Ongoing summative assessment of students and programs • Teacher teams • Leadership • A comprehensive and coordinated literacy program

40. Decision Rules • Provide the “now what” after teams have analyzed student data • Guide decisions for all tiers • Take the guesswork out of “what to do next” • Ensure equity across schools I think… I feel… I believe What data do you have that makes you think/feel/believe that? - Dr. Ed Shapiro

42. Reading Protocol

43. From the KWL How do you know the right intervention?

44. Progress Monitoring • Are the children learning? • How can we tell? • Tools Must Be: • Brief • Valid • Reliable • Repeatable • Easy to Administer • Frequency: • Every 2 weeks (minimum) • Every week (ideal)

45. Determine Response to Intervention 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s When a student fails to make adequate progress we should change their instruction to help her meet the goal Reading Mastery Read Naturally Phonics for Reading Aimline

46. Interventions • Must be designed to match identified needs • Is in addition toand aligns with the district core curriculum • Uses more explicit instruction • Provides more intensity • Additional modeling and guided feedback • Immediacy of feedback • Does NOT replace core

47. From the KWL What are some commonly used interventions? Examples.

48. Benefits Of an RTI System RTI will help you to: • Know immediately, “Is what we are doing working?” • Know which students need more/different • Know what each student needs • Provide structures to deliver what students need • Reduce rates of identification of student learning disabilities • Prevent reading problems before they occur • Raise student achievement

49. Do you have a systematic response? • Urgent • Directive • Timely • Targeted • Administered by trained professionals • Systematic

50. Do you have a systematic response? • Urgent • Directive • Timely • Targeted • Administered by trained professionals • Systematic