An Understanding of the Relationship Between RTI & STARS

What Now?Response to Intervention & STARS

Response to Intervention will…

Create a community of support

Identify and intervene early

Focus on First Instruction

At its core, RTI is about coming together to help all students

succeed.

June 2011 Liz Angoff, PhD, Oakland Unified School District

The BIG 3 of Response to Intervention

•Data: RTI is a way of using data to systematically identify the reasons why a student is struggling.

•Problem Solving: RTI is a way of helping the teacher, the parent and the student understand the difficulty, the goal, how to get there, and how to know when they have arrived.

•Instruction & Intervention: RTI is a framework for systematically determining how well instruction is working for individual students and making adjustments to accelerate learning for all.

June 2011 Liz Angoff, PhD, Oakland Unified School District

What is Response to Intervention?The Big 3

June 2011 Liz Angoff, PhD, Oakland Unified School District

Response to Intervention is not…•S

pecial ed•A

new program•A

new assessment•A

n intervention curriculum•A

new barrier to special ed services•A

n easier way to get special ed services•A

place to send difficult students

RTI is also NOT…. •P

referential seating•S

hortened assignments•L

owered expectations•P

arent contacts•C

lassroom observations•F

idgets, wiggle mats, giant ball•L

onger time to complete assignmets•P

eer tutoring, unless its scientifically based (i.e., PALS – Peer Assisted Learning Strategies - Reading and Math)

…these are ACCOMMODATIONS!

Response to Intervention IS tiered…

June 2011 Liz Angoff, PhD, Oakland Unified School District

The RTI PyramidData, Problem Solving, Intervention

TIER 1

Who are our students? What do they need to learn? How can I help them when they struggle?

TIER 2Why are some

still struggling? What other skills do they need?

Did it

wor

k?

Progr

ess

Mon

itorin

g

TIER 3How do I target the needs even more?

Now what do we do?

Problem Solving

June 2011 Liz Angoff, PhD, Oakland Unified School District

The RTI PyramidData, Problem Solving, Intervention

TIER 1

TIER 2

TIER 3

Data: Add’l Diagnostics/PMProblem Solving: STARS

Intervention: Intensify

Data: Diagnostic Assessment/Progress MonitoringProblem Solving: TBTs or STARS

Intervention: More time + more targeted

Data: Universal ScreeningProblem Solving: TBT’s

Intervention: Core Curriculum & Small Group Instruction

TIER 1 Interventions

Academic Domain• Common Core Curriculums (culturally relevant and research-

based)• Common Formative Assessments• Collaborative Data Decision Making• Effective Teaching Strategies• Differentiated Instruction• Flexible Grouping• Co-Teaching

TIER 1 Interventions

Social-Emotional-Behavioral-Domain

• School-wide expectations for behavior are explicitly taught

• Consistency in school structures and routines• Social-emotional learning curriculum• School & classroom level behavior supports (re-teaching,

incentives, recognition, corrective feedback)• Universal common assessment (data review) and

progress monitoring

TIER 2 Interventions

Academic Domain:

•Small Group (maximum 6:1) direct instruction in:• Phonemic awareness • Word decoding (explicit instruction)• Reading fluency (practice)• Whole number operations (hands on & explicit instruction)• Fact fluency (computer-based practice & corrective feedback)• Writing formats, structures & strategies• Reading strategies using content-area materials

Students at Tier 2 may require multiple interventions

simultaneously or in sequence

TIER 2 Interventions

Social-Emotional-Behavioral Domain:

•Small group (maximum 6:1)direct instruction in:• Self control or impulse control strategies• Social skills training• Anger management strategies• Coping skills training for anxiety/ fears/ withdrawal

•Small group supports for absenteeism / truancy

•Small organizational homeroom with direct instruction in organizational strategies

•Study skills strategies

Students at Tier 2 may require multiple interventions simultaneously or in sequence

TIER 3 Interventions

Academic Domain:

•Individualized or small group (maximum 3:1) instruction in:• phonemic awareness instruction• standardized phonological instruction • number sense instruction • writing mechanics• Teaching of content specific vocabulary and academic content

instruction

Students at Tier 3 may require multiple interventions simultaneously or

in sequence

TIER 3 Interventions

Social-Emotional-Behavioral Domain:• Functional Behavioral Assessment (FBA) & Behavior

Intervention Plan (BIP) for students with intensive social–emotional/behavioral needs.

• Individualized anger management plan with de-escalation, time-out, & counseling contingencies.

• 1:1 organizational instruction & support. • Student behavior charting & reflection plans.• Individualized incentive & recognition programs.

Students at Tier 3 may require multiple interventions simultaneously or in sequence

June 2011 Liz Angoff, PhD, Oakland Unified School District

Data Collection and Progress Monitoring

•In every Tier, there will/must be data collected

•Progress monitoring intervals depend on the intervention

•Progress Monitoring needs to take place to show how the current interventions are working

•This is not something new!

•Some Progress Monitoring Tools:• DIBELS• Wilson has a PM tool (coming soon!)• Easy CBM• MAP• Read Theory

Progress Monitoring Resources

1. National Center on Response to Intervention: www.rti4success.org

2. Curriculum Based Measurements for screening and progress monitoring: www.easycbm.com

3. Intervention Central to create your own progress monitoring: www.interventioncentral.com

4. DIBELS screening and progress monitoring tools: www.dibels.uoregon.edu

Why RTI at Monroeville?RTI allows us to start helping students NOW

–We can give All students access to support at the first sign of struggle before they feel like they are a failure

–We can give students with difficulties the tools to access their education within the General Education classroom

–We can use the expertise of General Ed and Special Ed to our benefit–We can identify students who truly need the specialized help of

Special Education through a data driven process –We can help all students feel successful and cultivate their love for

learning–These are OUR kids, and all of us are responsible for ensuring that

all students learn

So…what happens when the data stops trending in a positive direction?

STARS Referral Process

SSTARS is NOT the RTI process...

STARS IS an extension of the RTI process…

STARS will assist teachers in creating goals and objectives towards progress for a particular student...

STARS will assist in creating and/or enhnacing interventions to be used in class

STARS will monitor the data collection process needed to identify students with a disability if classroom interventions are not making an impact

June 2011 Liz Angoff, PhD, Oakland Unified School District

The wrong questions:•H

ow do we implement RTI?•H

ow do we get students proficient on state tests?

•How do we stay legal?

•What is wrong with the student?

June 2011 Liz Angoff, PhD, Oakland Unified School District

The right questions:•W

hat do we want for our children?•W

hat do our children need?•W

hat is our current reality?•W

hat do we need to do?•H

ow will we do it?

There is no way a single teacher

has all the time,

all the knowledge,

and all the skills

to meet all the needs

of every child in his or her class(es).

Buffman, Mattos, & Webber 2009

As a community, WE do and WE can.As a community,

WE do and WE can.