Instructional Support Instructional Support & RTI& RTI

Instructional Support Instructional Support & RTI& RTI

Owen J. Roberts Middle SchoolOwen J. Roberts Middle School

February 2007February 2007

“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”

--Wright (2005)

Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.

Discussion: Read the quote below:

Do you agree or disagree with this statement? Why?

Question for Discussion• Case scenario: Johnny is a student in one

of your classes this year. You have noticed he has been struggling academically the entire year. He is frequently absent, rarely completes his homework and does not perform well on his assessments.

You decide it’s time to pursue a course of action. What options do you have to address your specific

concerns about Johnny?

IST….Its beginnings• During the 1980’s and 1990’s, the Federal

Government recognized an ever growing number of students being referred to and placed in special education support services.

• IDEA was rewritten in the early 1990’s and mandated all districts offer some sort of pre-referral process to address the needs of potentially “at-risk” students. Thus, the Instructional Support program was developed.

• Here at the Middle School, we utilize the IST Process for grades 6 and 7. Grades 8 uses a similar approach to IST: Child Study – managed by the Guidance Dept.

Reasons to seek IST Assistance

• Academic difficulty• Behavioral issues• Attendance issues• Speech delays/articulation errors• Emotional concerns/instability• OT/Handwriting concerns• An inability to maintain attention/focus

The Process…..REQUEST FOR ASSISTANCE

Requesting Staff member meets with the Instructional Support TeacherTo discuss child and to identify specific areas of concern

DATA COLLECTIONCurriculum-Based Assessment, Observation, Interviews,

Records Review

PARENT CONTACTInstructional Support Team Teacher or Principal notifies parents of referral to Instructional Support Team,

Time/date of the meeting and encourages them to participate.Parent interview takes place

GOAL SETTINGInformation from data collection is shared and summarized. Specific goals are

formed to help the child meet success

INTERVENTION PLANNING MEETINGBrainstorming of interventions

Selection of interventionsDesigning of implementation and evaluation procedures

IMPLEMENTATIONImplementation of intervention strategies

Monitoring

PROGRESS REVIEWIs the plan effective?

Degree of need determined

A Move toward RTi

• The support model we currently use “allows” the student to fail before interventions begin.

• Response to Intervention (RTi) encourages interventions to occur prior to failure.

RtI- The RtI- The BIGBIG Ideas Ideas

• A 3-Tiered system of service delivery that integrates general, remedial and special education

• Data Driven: Matching intervention Data Driven: Matching intervention needs and necessary resources at the needs and necessary resources at the school-wide, grade and individual school-wide, grade and individual student levelstudent level

• Uses instruction or intervention that has been demonstrated through scientific research and practice to produce high learning rates

What is ‘Response to Intervention’ (RTI)?

Response to Intervention' is an emerging approach to the diagnosis of Learning Disabilities that holds considerable promise. In the RTI model:

• A student with academic delays is given one or more research-validated interventions.

• The student's academic progress is monitored frequently to see if those interventions are sufficient to help the student to catch up with his or her peers.

• If the student fails to show significantly improved academic skills despite several well-designed and implemented interventions, this failure to 'respond to intervention' can be viewed as evidence of an underlying Learning Disability.

Why is RTI now being adopted by schools?

Congress passed the revised Individuals With Disabilities Education Improvement Act (IDEIA) in 2004.

• This Federal legislation provides the guidelines that schools must follow when identifying children for special education services.

• Based on the changes in IDEIA 2004, the US Department of Education (USDE) updated its regulations to state education departments. The new USDE regulations:– Explicitly ALLOWS states to use RTI to identify LD– FORBIDS states from forcing schools to use a

‘discrepancy model’ to identify LD

School-wide RTI Model

IntensiveIntensive

Targeted

UniversalUniversal

5% of grade-level population

15% of grade-level population

80% of grade-level population

Tier I

Tier II

Tier III

IntensiveIntensive

Targeted

UniversalUniversal

RTi: Delivery of instruction

Learning Support

Supplemental Instruction (i.e reading specialist, grade-level math)

General Education

Tier I

Tier II

Tier III

Tier 1: Tier 1: Benchmark/SchoolwiBenchmark/Schoolwi

dede Definition:Definition: Students who are making expected progress in the general education curriculum and who demonstrate social competence Benchmark also describes those school-wide interventions that are available to all students

Effective instruction Clear expectations Effective student support Periodic benchmark assessments Universal prevention

Tier 1: Examples of Tier 1: Examples of Effective, Effective, S-R-B Teaching S-R-B Teaching Strategies -from Strategies -from Robert Marzano’s Robert Marzano’s “Classroom Instruction That Works”

Category Average

EffectSize

Percentile

Gain

Number of

Studies

Identifying Similarities & Differences

1.61 45 31

Summarizing & Note Taking 1.00 34 179

Reinforcing Effort & Providing Recognition

.80 29 21

Homework & Practice .77 28 134

Nonlinguistic Representation

.75 27 246

Cooperative Learning .73 27 122

Setting Objectives & Providing Feedback

.61 23 408

Generating & Testing Hypotheses

.61 23 63

Cues, Questions, &

Advance Organizers

.59 22 1251

Classroom Instruction that Works, Marzano, Pikering, Pollock,2001

Tier 2: Strategic/TargetedTier 2: Strategic/Targeted

DefinitionDefinition: Academic and behavioral strategies, methodologies and practices designed for students not making expected progress in the general education curriculum and/or have mild to moderate difficulties demonstrating social competence. These students are at risk for academic failure.

•Increased opportunity to learn•Increased instructional time•Increased assessment•Data collection and analysis once per month minimum, preferably 2x/month, depending on goal•Data-based decision-making

Tier 2: Strategic Tier 2: Strategic InterventionsInterventions

Results of Tier 2 Results of Tier 2 InterventionsInterventions

• Grade Level Data Analysis Team Meets

• Cycle responders back to tier 1

• Identify non-responders for tier 3, Problem Solving Team

Tier 3: Intensive Tier 3: Intensive InterventionsInterventions

•DefinitionDefinition: Academic and behavioral strategies, methodologies and practices designed for students significantly lagging behind established grade-level benchmarks in the general education curriculum or who demonstrate significant difficulties with behavioral and social competence.

Tier 3: Tier 3: Intensive Intensive InterventionsInterventions

• Use of standard protocols• Supplemental instructional

materials• Small intensive groups • Can be outside the general ed.

classroom• Tutoring by remedial educators• 10-20 week interventions

OJR Middle School’s Package of

Assessments for both Universal Screenings

and Progress Monitoring.

IntensiveIntensive

Targeted

UniversalUniversalTier I

Tier II

Tier III

IST

Where IST fits into RTi -

Thanks to..• Patty Geischen, CCIU,

Accommodations for Learning Technical Assistance

• Jim Wrightwww.interventioncentral.org