Bridging Response to Intervention Research with the Real-World

Classroom

Presented by Jenny Hitchcock Ed.D

Objectives:

Review Response to Intervention Framework

Review Response to  Intervention Essential Components

Outline the Four stages of RtI Implementation

Address potential challenges and obstacles

Create an implementation plan; build a bridge from RtI research to classrooms in action

Response to Intervention Framework

Explicit Instruction Behavioral Prevention and Intervention Assessment Progress Monitoring Outcomes: lessen the gap Outcomes: minimize over identificationNational Center on Response to Intervention. http://www.rti4success.org

Response to Intervention Essential Components

National Center on Response to Intervention. http://www.rti4success.org

Implementing Response to Intervention:

1) Exploring and Adopting

2) Planning

3) Implementing

4) Continuously Improving

National Center on Response to Intervention. http://www.rti4success.org/pdf/0644MS_RTI_Implementation_Brief_d3.pdf

Response to Intervention Framework: Opportunities and Obstacles

Explicit Instruction

Behavioral

Prevention & Intervention

Assessment

Progress Monitoring

Training, best first instruction

Omitted, partial or not explicitly planned

Organization, allocation of resources

Adopted tools and resources

Accountability, Reliability

Prevention and Intervention: Opportunities and ObstaclesN.S. Rounding Teacher A Teacher B

3 60% 5 100%

3 60% 4 80%

1 20% 3 60%

2 40% 2 40%

3 60% 5 100%

1 20% 5 100%

4 80% 5 100%

2 40% 5 100%

5 100% 5 100%

1 20% 5 100%

2 40% 4 80%

2 40% 3 60%

2 40% 4 80%

1 20% 3 60%

1 20% 5 100%

4 80% 3 60%

2 40% 4 80%

2 40% 3 60%

2 40% 5 100%

1 20% 4 80%

Essential Components:Opportunities and Obstacles

Screening

Progress Monitoring

Multi-level Prevention System

Data-based Decision Making

Fidelity, Identify AND predict Explicitly organized, quantify

rate of improvement and effectiveness of instruction

Cultural and Linguistic

responsiveness, recognition of student strengths

Data drives decisions and organization

Building the Bridge: Research versus Reality

Tier 3

Tier 2

Tier 1

Data based decision making:

50%

5%

45%

15%

10%

75%

15%

25%

50%

33.3%

33.3%

33.3%

30%

30%

40%

30%

40%

30%

30%

35%

35%

KINDER FIRST SECOND THIRD

FOURTH FIFTH SIXTH

5%

10%

80%

Implementing RtI Model:Opportunities and Obstacles

1) Exploring and Adopting

2) Planning

3) Implementing

4) Continuously Improving

Stakeholders

Effective use of data Allocating timeIntegrity

Remains relevant; resources, training, outcomes

Implementing: Opportunities and Obstacles

Backward Plan

Determine desired outcome Reflect on current stage of implementation Identify Site Challenges and Successes Negotiable/Non- negotiable Accountability and Support Timeline: long term and short term

Implementing RtI

Implementing RtI ExploreAdopt Plan Implement

ContinueTo

Improve

1.Team of stakeholders2. Consensus3. Clear vision4. Educated stakeholders5. Culturally and linguistically developed framework

1. Policies, procedures created

2. Reallocating resources3. Audit of existing

resources4. Leadership roles

5. Implementation plan, PD and evaluation

1.

1. Establishing on-going procedures

2. Refining procedures and efforts

3. Evaluating outcomes

1. Providing on-going PD

2. Monitor and address changes

3. Using evaluation data to identify outcomes

Implementing RTI

Non-negotiable

funds planning time curriculum materials training progress monitoring tools

student groupings educational blocks number of students assessment human resources

policy time

Negotiable

ExploreAdopt Plan Implement

ContinueTo

Improve

Identify Site Challenges and Successes at current stage

Challenges

Number of students at tier two and at tier three

Culturally Responsive assessments and instruction

Stakeholders Clear vision Time Funds Training

Resources: human resources, material resources

Successes

Backward Implementation Plan:June 2012

Desired Outcomes:

Accountability:Support:Time:

May

Desired Outcomes:

Accountability:Support:Time:

April

Desired Outcomes:

Accountability:Support:Time:

District will:Admin. will:Teachers will:Students will:Parents will:Community will:

Adapted from McTighe, J. & G. Wiggins (2004). Understanding by Design: Professional Development Workbook.

Tools and Resources:

Backward Planning Wiggins, Grant & McTighe, J. (1998). Understanding by Design.

National Center on Response to Intervention. RTI Framework Integrity Rubric RTI Framework Integrity Worksheet Screening Tools

Webinars http://www.rti4success.org

Professional Learning Communities– DuFour, Richard, DuFour, Rebecca & Eaker, Robert (2005). On Common Ground:

The Power of Professional Learning Communities. Indiana: Solutions Tree.

Hitchcock, Jenny jhitchcock@acsd.k12.ca.us

Inspirational Quotes:

“Education is not the filling of a pail but the lighting of a fire.”

– W.B. Yeats

“Life is better understood backward; but it must be lived forwards.”

– Soren Kierkegaard

References:

DuFour, Richard, DuFour, Rebecca & Eaker, Robert (2005). On Common Ground: The Power of Professional Learning Communities. Indiana: Solutions Tree.

Gresham, F. K. (2002). Responsiveness to intervention: An alternative approach to the identification of Learning disabilities. In R. Bradley, L. Danielson, D. Hallahan (Eds.), Identification of Learning Disabilities: Research to Practice, pp. 467–419. Mahwah, NJ: Erlbaum.

National Center on Response to Intervention. http://www.rti4success.org/whatisrti

Response to Intervention. http://en.wikipedia.org/wiki/Response_to_intervention

Smith, B. (2000). Quantity Matters: Annual instructional time in an urban school system [Electronic version]. Educational Administration Quarterly, 36(5), 652-682

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.

Sugai, G. (June 23, 2001). School climate and discipline: School-wide positive behavior support. Keynote presentation to and paper for the National Summit.

Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69(4), 391–409.

Wiggins, G. & McTighe, J.(2005). Understanding by Design. Expanded 2nd Ed. USA: Association for Supervision and Curriculum

Development.