Response to Intervention

1. Get going with ideas from differentiation to remediation! Response to Intervention Demystifies everything from benchmarking to Tier Three!

2. If all you have is a hammer… Everything starts to look like a nail.

3. If all a teacher has to support students with academic and/or behavioral needs is special education… Every student with academic and/or behavioral needs will look like a…

4. What is RtI? • Problem solving system • Way to monitor progress • Shared responsibility • Accountability • Improved eligibility process for determining if a student has a learning disability

5. School-Wide Model

6. Step One – Universal Screening

7. What is a Universal Screener? • Valid • Reliable • Simple • Quick • Inexpensive • Easily understood and scored • Can be given often • Sensitive to growth over short periods of time Gibbons, Kim (2007). Assessing Your Site’s Readiness for Response to Intervention.

8. Universal Screeners AIMSWEB SRI MAP EasyCBM DIBELS

9. Universal Screener done three times per year Winter – to monitor progress and provide comparisons Spring – to evaluate year’s work Fall – to establish baseline data

10. What are Tiers? • After the screening test, all students will be placed into one of three tiers. 5-10% of your students 10-20% of your students 75-85% of your students

11. Tier one. • All students start in tier one. These are the majority of your students, and the goal for all. • Most of your students will be at tier one and will require no changes in your approach or delivery. • 75% - 85% of the student population.

12. Tier Two. • Students who are not doing well in regular class or who do not perform well on Universal Screener. • Can include special education students. • Goal: give the kids the skills they need to move into Tier One. • 10-20% of your student population.

13. Tier Three. • Can include special education students, but also includes regular students • May receive modifications to the curriculum, special services, etc., but they are still responsible for the essential curriculum. • Goal: help the students become self-sufficient enough to move into Tier Two, and hopefully Tier One. • 5% - 10% of your student population.

14. Step Two, Part One – Teach • Yes, teach as you normally would. Your regular curriculum, your regular way.

15. TEACHER RESPONSIBILITY Focus Lesson “I do it” Guided Instruction “We do it” Collaborative “You do it together” “You do it alone” Independent STUDENT RESPONSIBILITY Gradual Release of Responsibility Fisher, D., & Frey, N. (2008). Better learning through structured teaching. Alexandria, VA: ASCD.

16. Tier One instruction must help 75% of your class. • For example, for any given lesson, 75% or more of your class should be in the extended learning or continued practice groups after your initial assessment.

17. ExampleAssessment Plan • Give pre-test to determine level of prior knowledge of students. • For any student who achieved high level on pre-test, provide challenge opportunities. For those who didn’t, teach the material as you normally would. • Summative Assessment • On summative assessment, over 75% of class should pass test.

18. Step Two, Part Two – Intervene You probably will find some kids that you feel need extra help based on their performance in class. Others may be identified by the screening test. These would be the Tier Two and Tier Three students. In other words, help the kids who need help.

19. Some interventions you can easily implement… • Extra help during study hall or homeroom • Reteaching • Extra practice • Reading strategies • Modeling

20. Sample Intervention Models (Tier Two) In ADDITION to instruction: By classroom teacher – study hall, lunch, before/after school By another adult – reading specialist or aide Common location – targeted study hall – flexibly group your study hall students to provide instruction Common time – flexing the schedule to accommodate intervention time

21. Interventions are instruction. They are not progress monitoring, AIMSWEB, contacting parents, Saturday School, or behavior referrals.

22. Differences in Adaptations

23. DOCUMENTATION RtImeans that, as you help kids, you are also documenting what you are doing to help them. This way you can show what works and what doesn’t work for an individual kid.

24. Step Four – Progress Monitoring From time to time, progress monitoring tests should be done for kids in Tiers Two and Three. These are short tests that determine if the interventions are working for a specific student.

25. If an intervention is shown to be working for a kid based on their progress monitoring, keep doing the intervention. • If the intervention is not working, try something different.

26. Step Five -- Charting • Progress monitoring results will be graphed to provide a visual record of gain for each specific goal. • Ideally, scores would go up with progress monitoring test. • Once students achieve grade level standards, they become Tier One.

28. Box and Whisker Charts ____________________________________ Student is above the 90 %ile and is well above average. 90th %ile 75th %ile 50th %ile 25th %ile Target 10th %ile

31. Math

32. Sample – Jessica Jones Where student progress should be… Don’t let ‘em flat line until May!!!

34. Your responsibilities… in a nutshell. Most importantly, Teach to the best of your ability. Document interventions Work to research, create, and implement interventions Teach as usual while benchmarking is taking place.