RtI: Response to Intervention: A Primer

1. RtI: Response to Intervention: A Primer ETM/ESOL Conference June 25, 2009 Mary Cashdollar Kathleen Wallis, Ed. D

2. Objectives of the Session • Develop a global understanding of RtI (Response to Intervention) • Learn about Maryland’s Response: A Tiered Instructional Approach • Examine how RTI relates to CCPS Core Values and current practices • Share Future Direction of RtI in CCPS

3. Introduction • What is RtI or Response to Intervention? • RtI and federal regulations

4. What is RtI: MSDE Framework Maryland’s RTI framework states, “The response to intervention process is a systematic school-wide multi-tiered approach that when implemented with fidelity fosters prevention of academic and behavioral difficulties while providing interventions at increasing levels of intensity matched to the academic and behavioral needs of students.” www.marylandpublicschools.org/NR/rdonlyres/FCB60C1D-6CC2-4270-BDAA-153D67247324/17125/Tiered_Instructional_ApproachRtI_June2009.pdf

5. Review of Federal Regulation Concerning RtI IDEA: PL 108-446 • 300.307 (a) (3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures • Schools no longer required to use discrepancy model (waiting for failure) for determining LD

8. What is RtI: MSDE Essential Components • Universal screening • Problem-solving/decision making practices • Tiered levels of implementation of high-quality instruction/intervention • Progress monitoring • Fidelity of implementation • Family involvement • Consideration of English Language Learners

9. Core Principles of RTI • All children can be taught effectively • Focus on prevention and early intervention • Provide services using a tiered model • Use a problem-solving method to make decisions • Use research-based interventions • Monitor student progress to inform instruction • Use data to make decisions • Use assessment for different purposes: • Screening • Skill diagnostics • Progress monitoring NASDSE, 2006

10. High Quality Instruction For All Students • Schools develop comprehensive school-wide problem-solving approaches to • Strengthen instruction of general education students and • Early identification of general education students experiencing difficulties • Design evidence-based, differentiated, and high impact general education curriculum • Establish and train a school-wide team

11. Define the Problem Defining Problem/Directly Measuring Behavior Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Evaluate Was It Effective? Implement Plan Implement As Intended Progress Monitor Modify as Necessary Problem Solving Process

12. RtI Problem Solving Model A process that uses the skills of professionals from different disciplines to develop and evaluateintervention plans that improve significantly the school performance of students

13. High Quality Instruction For All Students Schools develop comprehensive multi-tiered interventions to match students with appropriate research-based instruction • Universal Interventions (Tier I)– all students, preventive • Targeted Interventions (Tier II)– at risk-students, rapid response • Intensive Interventions (Tier III)– individual students, high intensity

14. Tier III Tier II Tier I

15. Essential Components of an RTI Model • High quality instruction and intervention materials • System for collecting data • Data-based decision making using a problem-solving method NASDSE, 2006

16. RtI Check 1. RtI is a regulatory requirement under IDEA. False 2. Maryland is taking a “permissible” stance regarding RtI implementation. True 3. Maryland’s Tiered Instructional model includes 4 tiers. False

17. RtI Check 4. CCPS uses RtI to identify children with learning disabilities. False 5. Parents are not involved until Tier 3 services begin. False • In Maryland, RtI only applies to grades K-3. False

18. Making the Connection: CCPS’ Core Values and RtI “All students can learn and succeed.”

19. Core Principles of RtI(CCPS Position Statement) • We can effectively teach all children. • It is best to intervene early with learning and behavior. • A multi-tiered model of instructional delivery helps to efficiently differentiate instruction and ensure high levels of success for all students. • Use of a problem-solving method within a tiered model of intervention can be applied to all students in pre-k to 12 school system.

20. CCPS RtI Implementation Plan Information Blasts http://blogs.carrollk12.org/rti

21. Big Ideas • Follow the data • Focus on what we can change • NOT ALWAYS CURRICULUM • Start with the smallest change that will make the biggest impact • Determine what works for EACH child

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

23. References • Batsche, George M. (2005).Student Services Project, University of South Florida • CCPS Website 2008-2009: Mission, Vision and Core Values • Elliott, Judy. ( September 2008). Response to Intervention: What & Why? The School Administrator, 10-18. • Maryland State Department of Education. (June 2008). A Tiered Instructional Approach to Support Achievement for All Students: Maryland’s Response to Intervention Framework. Baltimore, Maryland. • RtI Task Force 2008-2009