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Big Ideas in RTI Success: Transforming Educational Response Models

Join Dr. Mark R. Shinn's insightful presentation at the 2010 RTI Virtual Conference, where he explores critical components of successful Response to Intervention (RTI) strategies. Delve into the myths and realities surrounding RTI, emphasizing its role beyond merely identifying specific learning disabilities. Dr. Shinn offers practical steps for implementing effective, scientifically-based interventions and highlights the importance of early, coordinated support for all students. Discover the transformative potential of RTI in promoting achievement and preventing failure in educational settings.

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Big Ideas in RTI Success: Transforming Educational Response Models

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  1. Today’s Presenter Mark R. Shinn, Ph.D. Big Ideas in RTI Success

  2. Big Ideas in RTI Success Mark R. Shinn, Ph.D. National-Louis University 2010 RTI Virtual Conference July 26-30 Sponsored by Pearson

  3. More Information, Including Readings and Handouts Can be Found At... http://markshinn.org Go to Icon for Downloads for Professionals Go to Folder entitled: Presentations and Handouts Go to Folder entitled: Pearson Virtual RTI 2010 3 Sponsored by

  4. Disclosure • Mark R. Shinn, Ph.D. Serves as a Consultant for AIMSweb, which provides CBM assessment materials and organizes and report the information from 3 tiers, including RTI. • Mark R. Shinn, Ph.D. Serves as a Consultant for Vmath, a remedial mathematics intervention from Voyager. • Mark R. Shinn, Ph.D. Serves as a Consultant for Glencoe Publishing for their Jamestown Reading Navigator (JRN) product. 4 Sponsored by

  5. Some People Think That RTI is An Evil Plot 5 Sponsored by

  6. Why? RTI Myths • RTI is an Just an Eligibility Process to Identify Students with Specific Learning Disabilities (SLD) • RTI is Just a Different Way to Identify the Same Students and Serve Them the Same Way • RTI is Another Wait to Fail Approach with the Same Old Hooping Jumping for Teachers and Families and MORE WORK! • We Can Improve Achievement Significantly If We Ask Teachers to “Invent” Their Own Interventions and Deliver Them is Short Daily Time Periods (e.g., 5-10 minutes), All With MORE MEETINGS 6 Sponsored by

  7. RTI “Facts” • RTI IS an SLD Eligibility Process BUT It Really is Building Coordinated, Multi-Tiered Early Intervening Services, Part of an Organized Effort to Provide All Students with • High Quality Instruction Using Scientifically Based Practices for Prevention, And • Early, Appropriately Intense Intervention for Those Who Need It • Students Get The Services They Need As Soon As They Need Them-No Hoop Jumping • The Goal is to Select and Use “Block Buster” PROGRAMS (Interventions) Using Powerful Intervention Packages That Are Scientifically Based

  8. Where Do We Begin? Year 1 Blueprint • Engage in Systematic Self Study, Starting with a DISTRICT Leadership Team, Then the Staff Development Plan • Make Your Big Ideas Explicit! • Figure Out WhatGOES! • Build a Scientific and Coordinated Data System for (Universal) Screening and Progress Monitoring • Figure Out How You’re Going to Build and Staff Organized Early Intervening Services (Tier 2) • Know What the Priorities Are for Years 2-4

  9. Build Your Foundation withSelf Study • Part A Teams and Teaming: Describe your existing Systems of Supports, including Teams, and Team and Individual Professional Roles and Functions • Part B Data Systems: Describe your existing Progress Monitoring and Universal Screening Systems: Are they scientifically based? • Part C Interventions: Describe your existing Academic and Behavior Tools (Interventions): Are they scientifically based? • Part D Your SLD Entitlement ProcessIdentify Assessment Instructional Tools and Practices That Are NOT scientifically based for Abandonment 9 Sponsored by

  10. Big Idea #1: RTI is More Than SLD Entitlement “BIG” RTI-- An Entitlement Process for Specific Learning Disabilities (SLD) “little” rti-- A school improvement model designed to employ scientifically based instructional and behavioral interventions aligned with students’ needs, preventatively. and as early as possible Gresham, F., Reschly, D., & Shinn, M. R. (2010). RTI as a driving force in educational improvement: Historical legal, research, and practice perspectives. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI. Bethesda, MD: National Association of School Psychologists. Walker, H. M., & Shinn, M. R. (2010). Systemic, evidence-based approaches for promoting positive student outcomes within an RTI framework: Moving from efficacy to effectiveness. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI. Bethesda, MD: National Association of School Psychologists. 10 Sponsored by

  11. Big Idea #2What’s In It For Students and Families? Students Get the Services They Need... As Soon As They Need Them! 11 Sponsored by

  12. No Failing in Tier 1 Before You Get Tier 2No Failing in Tier 2 Before You Get Tier 3

  13. Big Idea #3 Time to Revise the Model Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. 13

  14. What? Who? If We Don’t...The “Old Way” of Doing RTI Find the Kid (1 at a Time) Figure Out What to Do for the Kid (1 at a Time) 14 Sponsored by

  15. The Result? • Tiers Will Be a Stopping Place Until the Next Tier • More Attention Will Be Directed Toward Moving the Student than Building and Delivering Research-Based, Intensive Interventions • What the Student HAS Will Remain More Important that What We Are Doing About It 15

  16. A Better Way of Thinking About 3 Tiers Some Still Need MOST CORE Meets the Needs of Most A Cohesive System DESIGNED with All Students in Mind Some Still Need MORE 16

  17. What? Who? “New Way”: Problem Solve for Groups! Find the PROGRAM (What GROUPS of Kids Need) THEN Find the Kid(s) Thru Triage 17

  18. No Wimpy Interventions • Intervene EARLY and POWERFULLY • Reduce the GAP Early to Focus on Future Learning Rather than Constantly Catching Up 18

  19. Big Idea #4 RTI is a Renewed Commitment to SUPPORT Teachers Better Tools Better Training More Support 19

  20. Big Idea #5: Use “PROVEN” Assessments Reviewed by the USDE/OSEP National RTI Center www.rti4success.org 20

  21. The Gold Standard for Students for Reading Frequent Progress Monitoring 21 Sponsored by

  22. Big Idea #6: Planned Abandonment Design Feature If You Add Something In You Must Drop Something Out! 22 Sponsored by

  23. Sample Items “Planned Abandonment” List • Routine Use of Diagnostic Tests for Every Student • Use of Screening Tests for Annual Progress Monitoring • Referral Forms--Especially Long Ones That Ask Silly Questions 23 Sponsored by

  24. Big Idea #7: Make Tier 2 Coordinated Title 1 Specialists RR Special Education General Education Most Schools Have Resources to Build Tier 2 But...Too Many Remedial Programs with Different - Entry Criterion -Curricula/Interventions, -Assessment and Progress Monitoring Systems ELL 24 Sponsored by

  25. Coordinated and Powerful Tier 2 Interventions • Use Universal Screening to Identify Tier 2 Candidates • Use a Focused and Scientifically Based Curriculum with an Emphasis on Explicit Teacher-Led Instruction with Explicit Language Support • Use the Same Scientifically BasedProgress Monitoring System 25

  26. Coordinated Data Systems Using Curriculum-Based Measurement (CBM) Tier 3 Tier 1 Benchmark Using CBM 3x Per Year for Universal Screening AND Progress Monitoring-AND Program Evaluation Tier 2 Strategic Monitoring of At Risk Students 1x per Month, or 2x per Month or Weekly Frequent Monitoring 1x or 2x per Week 26

  27. We Know the Elementary Path • Begin with a Comprehensive Self Study • Make a Commitment to Improve General Education Instruction • Build Your Data System using Curriculum-Based Measurement As Your Progress Monitoring and Universal Screening Tool • Commit to Effective Behavior Support School-wide, but also Classroom and Tier 2 and Tier 3 • Ensure Tier 3 Interventions are Maximally Powerful (and Worth It) with Scientifically Based Progress Monitoring (e.g., CBM) • Build Coordinated Scientifically Based Tier 2 Remedial Reading and Behavior Programs • Make Reading Volume a Priority for All Students to Encourage Wide Reading • Shift Related Services Roles to Minimal Testing and Maximum Consultation and Coaching Support 27

  28. We Know the Secondary Path • Make a Commitment to Improve General Education Content Teaching Skills a Continuous Staff Development Target-Ensure Access to • Good Syllabi; • High Quality Grading; • Big Ideas Focus; • Embedded Strategic Instruction Model (SIM) in Pedagogy; • Strategies to Increase Engagement; • Common Assessments for Formative Assessment and Potential Screening • Develop Your Special Education Mission Statement (Intensive Basic Skill Interventions OR Content Class Support with SIM) • Ensure Tier 3 SE Basic Skill Interventions are Maximally Powerful (and Worth It) with Scientifically Based Progress Monitoring (e.g., CBM) • Institute Effective Behavior Support School-wide, but also Classroom and Individual Behavior Support Plans • Build Effective Scientifically Based Tier 2 Remedial Basic Skill Interventions At Least at Grade 6 and 9 and Behavior Programs • Make Reading Volume a Priority for All Students to Encourage Wide Reading • Use CBM (Maze) As Your Universal Screener for Basic Skills • Shift Related Services Roles to Minimal Testing and Maximum Consultation and Coaching Support 28

  29. Myths-Facts 29

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