Implementing Response to Intervention in Charter Schools

1. Implementing Response to Intervention in Charter Schools Jennifer Berger, Ed.S. Dia Davis, M.A. Betsy Lazega, Ed.S.

2. Outline • Overview of PS/RtI • Teams and Roles • Resource Mapping • Using Data to Drive Instruction/Intervention • Data- What, Why, When • Scheduling Intervention • Fidelity • Parent Involvement • Strengths and Weaknesses

3. RtI in Charter Schools

4. Tier III (Core + Supplemental + Intensive Individual Instruction) For Approx 5% of Students…to obtain (if below) or exceed (if above) benchmarks Tier III is considered effective if students increase needed skills or accelerate beyond expectations. Includes: Academics, Behavior, and Enrichment Tier II: ( Core +Supplemental) For approximately 20% of students…to achieve (if below) or exceed (if at or above) benchmarks Tier II is considered effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark or students are exceeding benchmarks). TIER I: Goal: 100% of students achieving or exceeding benchmarks Tier I is considered effective if at least 80% or more of the students are meeting or exceeding benchmarks with access to Core/Universal Instruction. Adapted from Brian Gaunt

5. Florida Law 6A-6.0331 General Education Intervention Rule Schools must provide coordinated general education intervention procedures for any student who needs additional academic or behavioral support to succeed in general education classroom.

6. Tenants • Monitor the effectiveness • Identify • Select & implement research-based interventions • Analyze

7. J J Intervention L Intervention L Consider ESE Traditional J Monitor Progress J Monitor Progress Intervention L General Education Intervention L J Intervention Response to Intervention Consider ESE If necessary Traditionalvs.Response to Intervention

8. A Shift in Thinking The central question is not: “What about the students is causing the performance discrepancy?” but “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?” This shift alters everything else Ken Howell

9. How do you KNOW if instruction was working for all students? Student Grade Level Standard Jared

10. RtI… • IS: • IS NOT: • A way to avoid special education placement • A hoop to jump through to ensure special education placement • A process designed to maximize student achievement • Focused on outcomes • About student progress

11. Teams & Roles Problem Solving Leadership Team (PSLT) Professional Learning Community(PLC)/Teacher Team Specialty PSLT/Tier 3 Team

12. Teams & Purpose • PSLT (Core): • School-wide universal screeners, attendance data, behavioral data • Teacher Teams (Supplemental): • Grade level assessments, grade level attendance, grade level behavior • Specialty PSLT (Intensive): • Student assessment, behavior/attendance data and comparison data

13. Video- Teams

14. Resource Mapping

15. Resource Mapping • What is it? • The process of aligning resources to achieve goals for student success at each level of support • Why do it? • Collaboratively establish an inventory of resources available to our school to help students succeed

16. Where do we find resources? • Teachers • School • District • Community

17. What do you mean by “resource”?

18. Resource Mapping • Resource Maps are created for academic areas as well as for behavior. • Resources available at each tier level are included.

19. Resource Maps

21. Using Data to Drive Instruction/Intervention

22. Data Walls & Rooms

23. School-wide Data Room

24. Science School-wide Goal from School Improvement Plan

25. The graph is created based on the measures of the test. In this example, we marked the proficiency line as given by the district as well as our own “target” line. School Target Proficiency line

27. Classroom-based DRA Data Wall

28. Secondary Electronic Data Wall

29. Determined by the time of the school year.

30. Video of Virtual Data Wall Using and Interactive Smart Board Click..\Virtual Data Wall.wmv to Play

31. Setting Goals • Identify the intervention goal or target that you want the student to attain. • Goals in tiers 2 & 3 should be short term (e.g., next benchmark assessment period). • Goals • Goals have 2 components: • 1. Level of performance desired. • 2. Time within which that level can be attained. • Goals should be ambitious but reasonable.

32. SMART Goals • Strategic • Measurable • Attainable • Results based • Time-bound • AND with …. • Built in Accountability • Conzemius & O’Neill

33. Data What? Why? When?

34. Types of Assessment • Screening and Benchmark • Diagnostic • Progress Monitoring • Outcome Assessment • Which of our students might possibly need additional assistance in order to be successful academically? • What are the student’s academic strengths and instructional needs? • Is learning happening? • Did our students make progress towards meeting the standards?

35. Progress Monitoring Tools • Core • Running Records • DRA-2 • FCAT Weekly Practice Tests • Chapter tests

36. Video- Using Data

37. Scheduling Building in Time for Intervention/Enrichment

38. Master Schedule Based on the least restrictive impact on core subjects Establish a year-long timeline including: • coordinator/interventionist meetings • bi-weekly team meetings • data analysis checkpoints

39. Video-Scheduling

40. Sample Schedule

41. Fidelity Monitoring the integrity of implementation

42. Research Shows… • Lack of implementation fidelity might result in a practice or program being less effective, less efficient, or producing less predictable responses. (Wilder, Atwell, & Wine, 2006; Noell, Gresham, & Gansle, 2002) • When programs implemented with fidelity are compared to programs not implemented with fidelity, the difference in effectiveness is profound. Those implemented with fidelity yield average effect sizes that are two to three times higher. (Durlak & DuPre, 2008)

43. Questions Addressing Fidelity • Who: • is responsible for delivering the instruction/intervention? • is available to provide guidance or assistance? • What: • are the roles of teachers, support personnel, school coaches, and administrators? • will we do when the interventionist/teacher is absent? • How: • will we proceed if a lesson is missed or interrupted due to schedule alterations (e.g., a fire drill, field trip, assembly)?

44. Instructional Fidelity Interventionists should: • Be adequately trained. • Adhere to the instructional procedures (e.g., implement among groups of the appropriate size). • Implement as frequently as recommended by the publisher (e.g., daily, three times per week). • Implement for the recommended amount of time (e.g., one semester, one academic year). • Skillfully implement the instructional procedures.

45. Who Conducts Fidelity Checks? • A trained: • Coordinator • Teacher • Administrator • Resource Person That can: • collect & analyze data • observe and conduct interviews with interventionists & students receiving instruction/intervention • attest to the quality of the intervention

46. Formats of Fidelity Checks

47. Parent Involvement

48. Parent Involvement • Meaningful and effective involvement is critical • Parents must understand that RtI: • is relevant and beneficial to all students, regardless of placement. • seeks to find out what specific instruction and interventions work best for their child. • is not a categorical system that students must progress through laterally to become eligible for special education. • does not override other rights under IDEA.

49. How to Involve Parents at Core • Review school-wide data and goals with the Student Advisory Committee (SAC) and Parent Teacher Association (PTA) members. • Include information about school-wide data in parent newsletters. • Post school-wide data in a visible place on campus.

50. How to Involve Parents in Intervention • Tier 2: Invite parent to attend parent conference and/or PSLT meeting; solicit input in a formal manner if unable to attend. • Tiers 2 & 3: Invite parents to participate in meetings and/or receive any of the data that is used by the team with a summary of the meeting in writing accompanied by a follow-up telephone call and/or parent/teacher conference.