CENTENNIAL PUBLIC SCHOOL

RtI 101

Slides adapted from the NE RtI Consortium

Overview Introduce RtI Discuss beliefs & goals of RtI Discuss differences between SAT & RtI Discuss types of assessment within the

RtI model Discuss types of reading interventions Discuss district Stanford-10 and NESA

scores

Response to Intervention “RtI is the practice of providing

high quality instruction and

intervention matched to student

needs, monitoring progress frequently

to make decisions about changes in

instruction or goals and applying

child response data to important

educational decisions.” National Association of State Directors

of Special Education, 2005

What RTI IS A systematic problem solving model for planning core supports

for ALL students and intervention supports for those who need them (a continuum of supports)

Using high-quality data to make decisions at the district, school, classroom, group, and individual student levels. Decisions relate to curriculum, instructional practices, professional development needs, individual student needs, etc.

Ensuring effective instruction/intervention matched to student needs/instructional level based on data

A systems change for both general and special education that requires critical examination of current practices and willingness to adjust/change practices based on data

Ask Yourself…The question is NOT: What about the

learner is causing a performance deficit?

The question is NOW: What about the interaction of the curriculum, instruction, learner and learning environment should be changed so that the child will learn?

Core RTI Beliefs ALL means ALL – all children can learn, not just all children

can be taught Intervention, doing something different, is the responsibility

of ALL staff Student performance is influenced most by the quality of

the interventions/instruction we deliver and how well we deliver them

Decisions are best made based on data Expectations for student performance should be dependent

on a student’s response to intervention, not on a “score” that “attempts to measure” what they are “capable” of doing

We are ALL willing to change as the data-need indicate What we’ve been doing is not working for ALL students

RTI GoalsThe Primary Goal of RTI is: Prevention of academic/behavior problems

Attend to skill gaps early Provide interventions/instruction early Close skill gaps to prevent failure Nonresponse to intervention is never the endpoint! We conduct

continuous problem solving to improve student outcomes.

It also is a process that can be used for: Determination of eligibility as a student with a specific

learning disability (SLD) Pattern of response to interventions and significant resources

necessary for student progress may result in referral to special education

Student intervention response data are considered for SLD eligibility

Rule 51- Nebraska

SLD Verification Guidelines “School districts should develop a plan for

the implementation of RTI for Reading for Kindergarten through Grade 6 by August 2012” (p. 159).

Until RTI is implemented with fidelity, the use of a severe discrepancy model remains appropriate for verification of SLD.

Why are RTI and Early Intervention Important?

Children come to school with varying early literacy experiences

Children who are at risk of reading difficulties can be identified as early as preschool

Without intervention 90% of struggling first graders will still be struggling at the end of elementary school

Struggling readers have a higher risk of academic failure and school dropout

Without intervention 74% of students who are poor readers in 3rd grade will be poor readers in 9th grade

Poor readers are less motivated to read We have documented the power of early intervention

to improve academic and behavioral outcomes for students

Al Otaiba & Torgesen, 2007; Hart & Risley, 1995; Felton & Pepper, 1995; Francis, et al., 1996; Juel, 1988; Shaywitz, et al., 1999; Morgan et al., 2008; Torgesen and Burgess, 1998; Wanzek & Vaughn, 2007

Essential Pieces of RtI

TeamLeadersh

ipParental Involvement

Scientifically or Research-Based Instruction or Intervention

Universal Screening Assessment

Planned Service Delivery

Intervention

Delivery

Fidelity Of

Instruction

Specific Learning Disability Verification

Individual ProgressMonitoring

11

Academic Systems Behavioral Systems

5-10% 5-10%

10-15% 10-15%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

75-85% 75-85%Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

A Smart System StructureSchool-Wide System for Student Success

What is an Intervention?

Instruction that supplements and intensifies classroom curriculum/instruction to meet student needs Academic or Behavioral Standard Protocol or Individualized

All interventions should have plan of implementation, criteria for successful response, and assessment to monitor progress

Interventions should be evidence-based—meaning they have been reviewed to determine whether they produce positive educational results in a predictable manner.

Intervention Data

What RTI IS NOT Simply revamping the SAT process

What we’ve already been doing, just with a different name

Pulling kids for extra help

Something you “do” to children (e.g., we RTI’d that kid)

All about finding the “non-responders”

Special education initiative

Typical SAT Referral Driven Multi-Tier RTI FrameworkOften still Wait to Fail; Focus only on intervention – no examination of the effectiveness of core instruction

Prevention-driven through Universal Screening (Benchmarking); Teams must first examine and ensure effective core instruction

Highly teacher dependent, some under-refer, some over-refer

Not dependent on referral; students not benefiting automatically receive support

Often teams focused on “within” child issues

Roles and functions change to Tools, Training, Support

Still seen as ‘hoop’ to SE eligibility (2 Tiers) Focus on effective interventions in a 3-Tier model

Solutions are 1-at-a-time, Process time-consuming and cumbersome

Solutions come first to groups, and from better Tools, Training, and Support

Doesn’t always follow systematic problem solving to select & evaluate interventions

Focus in Tier 3 is use of systematic problem solving process

Has not always employed research-based interventions

Strong emphasis on research-based interventions

SAT and RTI

RtI in 3 Sentences RTI is a curriculum-based method of analyzing

student academic or behavioral progress. Because RTI is curriculum-based, the

assessment tools and interventions are tied to what is being taught.

The success of the RTI system is based on solid research-based instruction and intervention, good data collection from frequent progress monitoring, and a well-defined decision-making process.

John Quiring, ESU 6

Purposes for Assessment Screener

Provides information about which students are meeting or exceeding benchmark and which students are at risk

Centennial uses DIBELS Next for the universal screener

Diagnostic Provides in-depth information about a student’s skills and instructional needs

Progress Monitor Provides information about whether a student is making adequate progress and if

the current instruction or intervention is effective for them Centennial uses DIBELS Next and/or Reading Mastery checkouts

Outcome Measure Provides a bottom-line evaluation of the effectiveness of the reading program Centennial uses the Stanford assessment

Screener-provides information about which students are meeting or exceeding benchmark and which students are at risk

DIBELS Next 3 x’s per year BOY – MOY – EOY

Outcome Measure-provides a bottom-line evaluation of the effectiveness of the reading programs

Stanford-10 Online (SAT-10) First 2 wks of May 2010 - 2011