response to intervention: a framework for educational reform

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Response to Intervention: A Framework for Educational Reform What does this mean for gifted education? Response to Intervention: A Framework for Educational Reform What does it mean for gifted education? NAGC Tampa, Florida November 2, 2008 Daphne Pereles Colorado Department of Education Lois Baldwin Westchester County, NY

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Response to Intervention: A Framework for Educational Reform What does it mean for gifted education?. Response to Intervention: A Framework for Educational Reform. NAGC Tampa, Florida November 2, 2008 Daphne Pereles Colorado Department of Education Lois Baldwin Westchester County, NY. - PowerPoint PPT Presentation

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Page 1: Response to Intervention: A Framework for Educational Reform

Response to Intervention:A Framework for Educational Reform

What does this mean for gifted education?

Response to Intervention:A Framework for Educational Reform

What does it mean for gifted education?

NAGC

Tampa, Florida

November 2, 2008

Daphne Pereles

Colorado Department of Education

Lois Baldwin

Westchester County, NY

Page 2: Response to Intervention: A Framework for Educational Reform

Structure for Discussion RtI as an overall systemic change

Definition Components Framework

Infusing gifted language and consideration through each component An opportunity not to be missed Identifying resources

Next Steps How will you use this information to include gifted in your RtI plans?

Page 3: Response to Intervention: A Framework for Educational Reform

ULTIMATE PURPOSE of RTI

Not to determine whether a student qualifies for

special education, but

rather to enhance the success of students with a

variety of academic and

behavioral needs.

Page 4: Response to Intervention: A Framework for Educational Reform

Core Principles We believe that…

ALL children can learn and achieve high standards as a result of effective teaching.

ALL children can learn and achieve high standards as a result of effective teaching.

All students must have access to a rigorous, standards-based curriculum and research-based instruction.

Intervening at the earliest indication of need is necessary for student success (Pre K-12).

A comprehensive system of tiered interventions is essential for addressing the full range of student needs.

Page 5: Response to Intervention: A Framework for Educational Reform

Core Principles Student results are improved when ongoing academic

and behavioral performance data are used to inform instructional decisions.

Collaboration among educators, families and community members is the foundation to effective problem-solving and instructional decision-making.

Ongoing and meaningful involvement of families increases student success.

All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability.

Effective leadership at all levels is crucial for the implementation of RtI.

Page 6: Response to Intervention: A Framework for Educational Reform

RtI Defined(Colorado Dept. of Education)

Response to Intervention is anapproach that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social-emotional, and behavioral needs.

A continuum of evidence-based, tiered interventions with increasing levels of intensity and duration is central to RtI.

Collaborative educational decisions are based on data derived from frequent monitoring of student performance and rate of learning.

The overarching purpose of RtI implementation

is to improve educational outcomes for all

The overarching purpose of RtI implementation

is to improve educational outcomes for all

students.

Page 7: Response to Intervention: A Framework for Educational Reform

How it fits

Page 8: Response to Intervention: A Framework for Educational Reform

Traditional vs. Problem-Solving

Focus on problems within child

Focus on outcomes

Causes presumed to be largely due to internal variables

Causes presumed to be largely due to external variables

Unexpected underachievement (relative to ability)

Unexpected underachievement (relative to good instruction)

IQ-Achievement discrepancy

Failure to respond to empirically validated instruction or interventions

Assumes better classification leads to better treatment

Decisions about students based on progress monitoring data

Page 9: Response to Intervention: A Framework for Educational Reform

Traditional vs. Problem Solving for GT

How are programming needs for gifted and advanced learners currently determined?

What variables might be considered in a problem-solving model to determine programming needs?

Page 10: Response to Intervention: A Framework for Educational Reform

Practitioners’ Guidebook

Six Components Understanding the Three-Tiered Model Key Definitions Role Expectations RtI after Implementation Special Considerations Glossary Resources

Page 11: Response to Intervention: A Framework for Educational Reform

Colorado Practitioners’ Guide

www.cde.state.co.us

Page 12: Response to Intervention: A Framework for Educational Reform

Six Essential Components of RtI Leadership Curriculum & Instruction Problem-Solving/Consultation Assessment/Progress Monitoring School Culture & Climate Family and Community Engagement

Page 13: Response to Intervention: A Framework for Educational Reform

Leadership State

Training Guidelines

District Professional development Resources Development of leadership roles

Building Time Fidelity Support problem-solving process Develop action plan

Page 14: Response to Intervention: A Framework for Educational Reform

Curriculum Across the Tiers Universal Tier

Provide foundation of curriculum and school organization that has a high probability(80 – 90% of students responding) of bringing students to a high level of achievement in all areas of development/content

Choose curricula that has evidence of producing optimal levels of achievement (evidence-based curriculum)

Targeted Tier Supplemental curriculum aligned with Core Curriculum and

designed to meet the specific needs of the targeted group Intensive Tier

Focused curriculum designed to meet the specific needs of the targeted group and/or individual

Consideration of replacement Core curriculum

Page 15: Response to Intervention: A Framework for Educational Reform

Curriculum: Guiding Questions(District or School )

Is curriculum evidenced-based and sufficient? How document evidence and what constitutes evidence

(both quantitative and qualitative)? Is the curriculum aligned to the standards? How will the Core curriculum identify needs and how

will they be addressed? How will the effectiveness of the Core curriculum be

monitored and adapted over time? For which children/students is the Core curriculum

sufficient and not sufficient, and why? What specific supplemental and intensive curricula

are needed (does the Core curriculum need to be changed)?

Page 16: Response to Intervention: A Framework for Educational Reform

For which children/students is the Core curriculum sufficient and not sufficient, and why?

How would this be answered for students exhibiting possible gifted behaviors?

Page 17: Response to Intervention: A Framework for Educational Reform

What specific supplemental and intensive curricula are needed (does the Core curriculum need to be changed)?

How might this question be answered for gifted learners?

How might this inform programming options for gifted learners?

Page 18: Response to Intervention: A Framework for Educational Reform

Instruction Across the Tiers Universal Tier

Instructional strategies that are proven effective by research Instruction that is systematic and explicit Differentiated instruction

Targeted Involves homogeneous small group or individual instruction Explicit and systematic instruction targeting specific skill/content Research-based instruction to such student factors as age, giftedness,

cultural environment, level of English language acquisition, mobility, etc. Supplemental to Tier I instruction -- increasing time and intensity

Intensive Explicit, intense instruction designed to unique learner needs Delivered to individuals or very small groups Narrowed instructional focus and increased time

Page 19: Response to Intervention: A Framework for Educational Reform

Problem-Solving ProcessDefine the Problem

Directly Measure Behavior/Skill

Analyze

Validate Problem

Identify Contributing Variables

Implement

Develop Plan

Implement Plan as Intended

Progress Monitor

Modify as Necessary

Evaluate

Response to Intervention

Page 20: Response to Intervention: A Framework for Educational Reform

The Problem-Solving Process

Steps in the Process Roles of the Team1. Define the Problem What is the

problem?2. Problem Analysis Why is this

problem occurring? 3. Implement Plan What are we going

to do about it? How will we monitor progress?

4. Evaluate Response to Intervention

Did it work?

1. Coordinator

2. Consultant

3. Recorder

4. Timekeeper

5. Parent

6. Persons with Expertise in:

• Data

• Interventions

- Academic/Behavioral

• Parent Partnerships

• Community Resources

Page 21: Response to Intervention: A Framework for Educational Reform

Problem-Solving Team

Comprised of teachers (classroom and special educators), specialists, and parents

Partner with parents Plan prescriptive interventions for students Promote shared responsibility for student

learning Collect and review data Evaluate responsiveness to intervention

Page 22: Response to Intervention: A Framework for Educational Reform

Assessments in RtI Screening and Benchmark

Universal measures that give a quick read on whether students have mastered critical skills.

Diagnostic Individually administered to gain more in-depth information and guide appropriate instruction or intervention plans.

Progress Monitoring Determines whether adequate progress is made based on individual goals regarding critical skills.

Outcome Provides an evaluation of the effectiveness of instruction and indicate student year-end achievement when compared to grade-level performance standards.

Page 23: Response to Intervention: A Framework for Educational Reform

Purposes of Assessment

Identify strengths and needs of individual students

Inform problem-solving process

Inform instruction and necessary adjustments

Evaluate the effectiveness of instruction at different levels of system (e.g., classroom, school, district)

Inform educational decisions

Page 24: Response to Intervention: A Framework for Educational Reform

Outcomes of Progress Monitoring

• ScreeningGoal: To identify students at academic or behavioral risk

• Benchmark TestingGoal: Evaluation of students at designated periods

• Strategic MonitoringGoal: Monitoring individual students using ongoing information about specific skills.

• Intensive MonitoringGoal: Based on an individualized plan, monitoring individual students using ongoing information about specific skills and interventions.

Page 25: Response to Intervention: A Framework for Educational Reform

Outcomes of Progress Monitoring Screening

Identify types of screening tools currently used for gifted students

Benchmark TestingHow is benchmark testing currently being used for gifted students?

Strategic MonitoringHow might this type of skill development monitoring for gifted students be helpful?

Intensive MonitoringWhat specifics would be needed to identify GT plan monitoring? How can this be used to measure effectiveness of individual programming?

Page 26: Response to Intervention: A Framework for Educational Reform

Progress Monitoring in RtI

Strategic Monitoring

Targeted interventions based on data that students’ need for more

For students who are struggling with specific skills

Monitoring occurs more than at the universal level to ensure intervention is working (e.g., every 4-6 weeks).

•AApproximately 5-10% of students.

Intensive Monitoring

Intensive interventions based on comprehensive evaluation.

For students with most intensive needs that may be several grade levels behind or above.

Monitoring occurs more often to ensure intervention is working (e.g., every 1-2 weeks).

Approximately 1-5% of students.

Universal Level

Research-based, high quality general education.

Screening and benchmark testing for ALL students.

Data continues to inform instruction, but less frequently (e.g., 3 times a year).

Enough monitoring for 80-90% of students.

Page 27: Response to Intervention: A Framework for Educational Reform

A caring school community

Instruction in appropriate behavior

and social problem-solving skills

Positive Behavior Support (PBS)

Effective academic instruction

Positive School Climate:Essential Elements

Page 28: Response to Intervention: A Framework for Educational Reform

Defining and consistently teaching expectations of behavior for students, parents and educators

Acknowledging and recognizing students and adults consistently for appropriate behaviors

Monitoring, correcting or re-teaching behavioral errors

Positive School Climate: Essential Practices

Page 29: Response to Intervention: A Framework for Educational Reform

Engaging teachers in a collaborative team problem-solving process that uses data to guide instruction

Including families in a culturally-sensitive, solution-focused approach to supporting student learning

Positive School Climate: Essential Practices

Page 30: Response to Intervention: A Framework for Educational Reform

Family & Community Engagement

Effective partnerships include: Parents Families Students Community members Educators

Indicators of effective partnerships: Sharing information Problem-solving Celebrating student successes

Central to effective partnerships is the recognition of shared responsibility and ownership of student challenges and successes.

Page 31: Response to Intervention: A Framework for Educational Reform

Key Roles/Expectations for Families

Collaborate with teachers regarding identified need

Share information about child and family as appropriate

Support student learning at home Attend Problem-solving team meeting Partner in intervention planning and

progress monitoring

Page 32: Response to Intervention: A Framework for Educational Reform
Page 33: Response to Intervention: A Framework for Educational Reform

PUTTING IT ALLTOGETHER

Page 34: Response to Intervention: A Framework for Educational Reform

BEST PRACTICES of Tier I Core Instruction Assessment/Progress Monitoring Data discussions What should the overall process look like during Tier I?

Page 35: Response to Intervention: A Framework for Educational Reform

Core Instruction During Tier I Scientifically based core instructional

programs and practices Based on state/district standards and

benchmarks Intervention occurs within the general

design of the classroom (flooding, flexible grouping)

Instructional changes are made based on classroom and school-wide assessment

Page 36: Response to Intervention: A Framework for Educational Reform

Data Discussions in Tier IProfessional Learning CommunitiesData-dialogue meetingsGrade or Content-level meetingsMeeting should be efficient, organized and scheduled regularlyDiscuss

Whole group, flexible group changes, class changes at secondary

Curricular gaps based on review of class benchmarks or other data

Page 37: Response to Intervention: A Framework for Educational Reform

Assessment in Tier I

Progress monitoring is conducted primarily using school-wide screenings three times per year

Classroom assessments Benchmarks Quarterly and Unit Assessments

Page 38: Response to Intervention: A Framework for Educational Reform

The Overall Process of Tier I

Teachers evaluate school-wide assessment data to inform

instructional placement decisionsMonitor all students Differentiate instruction, groupings, accommodationsComplete documentation for students needing targeted interventions

Page 39: Response to Intervention: A Framework for Educational Reform

BEST PRACTICES of Tier II:and how to Distinguish from Tier I

Problem Solving Process Data dialogue Assessment/Progress Monitoring Design of Instruction/Intervention

What should the overall process look like at this tier?

Page 40: Response to Intervention: A Framework for Educational Reform

Data Dialogue in Tier II:

Consultation between consultant and teacher to define and analyze a measurable problem prior to

problem-solving team meeting.Focus on data that is specific to problem identified.Problem-solving team meeting led with facilitator which is timed, sequential and efficient.

Page 41: Response to Intervention: A Framework for Educational Reform

Assessment in Tier II:

Progress is monitored more often (weekly, bi-monthly)

Progress is monitored repeatedly for a period of time using consistent CBM tool

Trends in performance are used to gauge effectiveness of supports and interventions

Ineffective intervention plans are changed in a timely manner

Intervention plans are modified based on emerging needs

Page 42: Response to Intervention: A Framework for Educational Reform

Gap Analysis A critical factor in determining whether a

student is making sufficient progress in Tier I is conducting a Gap Analysis.

Example:Benchmark vs. Current Level of Performance = Gap

90 wpm/40 wpm = 2.25

2+ = Significant Gap and signifies a need for Tier II or Tier III intervention to close the Gap between student and peers

How might this be modified to show appropriate growth for gifted learners?

Can this be modified for gifted learners? A gap from what?

Page 43: Response to Intervention: A Framework for Educational Reform

Design of Instruction/Intervention in Tier II: How to distinguish from Tier I

Instruction supplements, not supplants core instructionFocus on non-responders to Tier IShort-term intervention Homogeneous, same ability small group (3-5 students) instruction

Page 44: Response to Intervention: A Framework for Educational Reform

The Overall Process of Tier II

Goals: to gain critical academic or behavior skills so students can return to the core curriculum or to enhance academic or behavior instruction to maximize student learning

Specific progress monitoring occurs to inform

instruction Ongoing consultation occurs between case

manager/consultant and teacher

Page 45: Response to Intervention: A Framework for Educational Reform

BEST PRACTICES of Tier III:

Problem Solving Process Data dialogue Assessment/Progress Monitoring Design of Instruction/Intervention

What should the overall process look like at this tier?

Page 46: Response to Intervention: A Framework for Educational Reform

Problem-Solving Process in Tier III:

Identify why interventions have been unsuccessful

Develop and improve existing interventions or generate new interventions that are more intensive

Page 47: Response to Intervention: A Framework for Educational Reform

Data Dialogue in Tier III:

Identical to Tier II, happens in problem-solving team meetings with same process

Consultants continue to dialogue with classroom teacher, parent, etc. between meetings to support intervention plan

Page 48: Response to Intervention: A Framework for Educational Reform

Progress Monitoring in Tier III:

More oftenProgress monitoring may need to happen every week; however, depending on the grade level and/or skill less often may be sufficient (every other week) Modifications are made to individualized instruction in response to the data collected

Page 49: Response to Intervention: A Framework for Educational Reform

Design of Instruction in Tier III:and how to Distinguish from Tier II

The intervention may stay the same but will increase in Intensity (more time per session) Frequency (additional sessions during

day or week) Duration (implement intervention over

longer period of time in weeks) The focus of the intervention may change

as well

Page 50: Response to Intervention: A Framework for Educational Reform

Overall Process of Tier III: Supplemental – continue to educate student in

core curriculum and with the interventions that have been implemented if successful

Interventions and progress monitoring intensify If the goal is to gain academic and behavior

skills the lack of progress and inability to close the Gap with intensive interventions may indicate a disability issue

Page 51: Response to Intervention: A Framework for Educational Reform

Understanding and Utilizing the

Comprehensive Evaluation Tool

Page 52: Response to Intervention: A Framework for Educational Reform

Evaluating Systems

Implementation Rubric

Page 53: Response to Intervention: A Framework for Educational Reform

Response to Intervention – Professional Development Continuum

Focus of Professional Development

Beginning Level Intermediate Level Advanced Level

Leadership

1) Philosophy2) Leadership Role Expectations 3) Understanding Problem- Solving, Progress Monitoring, and Intervention Development

Philosophy of RtIBuilding Responsibilities and ExpectationsComponents necessary for effective implementation of RtI

Administrator RolesCoordinator RolesLeadership ExpectationsShared Leadership and decision making

Trainer of TrainersUnderstanding the Problem-Solving Process, Progress Monitoring & Intervention Development

Curriculum

& Instruction

1) Accommodations, modifications, and interventions.2) Rigor and Relevance3) Differentiated Instruction4) Identifying appropriate intervention intensity 5) Using data to develop individual interventions

Understanding accommodations, modifications and interventionsDifferentiated InstructionRigor and Relevance

Identifying appropriate interventions based on time, intensity, and instruction

Using data to develop appropriate individual interventions

Problem -Solving Process

1) Consultation Overview2) Collaborative Consultation skills and expectations3) Utilizing the Problem-Solving Process in the RtI Model

Consultation OverviewWhat are consultants roles What are teachers rolesDifference between Consultation and other skills

Collaborative Consultation Skills and ExpectationsDeveloping an efficient and effective consultantConsultation in Problem-solving Process

Utilizing the Problem- solving process in RtI: from referral to resultsIdentifying a Specific Learning Disabilities utilizing the Problem- solving process

Page 54: Response to Intervention: A Framework for Educational Reform

Response to Intervention – Professional Development Continuum

Focus of Professional Development

Beginning Level Intermediate Level Advanced Level

Assessm

entProgress M

onitoring

1)What is Curriculum Based Measurement? 2)Training on administering, scoring, and using CBM data3)AIMs Web & Intervention Central4)Effectively monitoring behavior

What is CBM? (Definition and Examples)Important components for monitoring behavior

Training on administering and scoring CBMAIMs Web Intervention CentralDiagnostic Assessments

Next steps in utilizing CBM to make instruction decisions based on dataFunctional Behavior Assessment

School Clim

ate & C

ulture

1)Building Consensus2)Developing Professional Learning Communities3)Establishing regular and consistent data dialogues at each Tier4)Positive Behavior Support

Developing consensus:

oDistrictoBuilding

Utilizing Positive Behavior Support

Professional Learning Communities Data Dialogues:

oTier IoBehavior Data

Making instructional decisions based on achievement dataMaking system decisions based on behavior data

Parent & C

omm

unity Involvem

ent

1)What is RtI? What does RtI mean for my student?2)What is a comprehensive evaluation when utilizing the RtI process?3)How do community resources support RtI?

What is RtI? What is a comprehensive evaluation when utilizing the RtI process?

How do community resources support RtI?

Page 55: Response to Intervention: A Framework for Educational Reform

Evaluating Systems

What are the training needs in the district/school?

Page 56: Response to Intervention: A Framework for Educational Reform

Helpful Websites• Intervention Central: progress monitoring, intervention ideas, behavior resources www.interventioncentral.org

• Aimsweb: progress monitoring resourceswww.aimsweb.com

• What Works Clearinghouse: Strategies and programs that are researched basedwww.w-w-c.org

• Doing What Works: U.S. Department of Education resources on interventions that are research basedwww.dww.ed.gov

Page 57: Response to Intervention: A Framework for Educational Reform

• Florida Center for Reading Research: reading research based informationwww.fcrr.org

• Pikes Peak Literacy Strategies Project:Strategies for the 5 components of reading (phonemic awareness, phonics, fluency, comprehension and vocabulary)www.pplsp.org

• National Progress Monitoring Organization: progress monitoring toolswww.studentprogress.org

Helpful Websites

Page 58: Response to Intervention: A Framework for Educational Reform

Helpful Websites

Colorado Department of Education--RtI Resources www.cde.state.co.us/cdegen/RTI.htm

National Association of State Directors of Special Education www.nasdse.org

Page 59: Response to Intervention: A Framework for Educational Reform

• Education, compensatory education, special education, and gifted education in operating as a seamless, unified system.

• Ensures all students receive high quality instruction and are held to high standards of achievement.

• Provides help more quickly to struggling learners, preventing the “wait-to-fail” phenomenon.

• Alternate interventions – special education or other eligibility-driven programs not only pathway.

• Shifts focus from eligibility to a focus on effective instruction and results.

• Lowers proportion of minority students misidentified as needing special education.

RtI: Meeting the Needs of ALL Students

Page 60: Response to Intervention: A Framework for Educational Reform

Excellence can be achieved if you…

Care more than others think is wise…

Risk more than others think is safe…

Dream more than others think is practical…

Expect more than others think is possible…

- Roland Barth