Response to Intervention:Response to Intervention:Improving the Academic and Behavior Improving the Academic and Behavior

Outcomes for ALL Students Outcomes for ALL Students

St. Vrain Valley School DistrictSt. Vrain Valley School District

Renee Collier

RtI Coordinator

Goals & ObjectivesGoals & Objectives

To gain an understanding of the RtI To gain an understanding of the RtI frameworkframework

Rationale for adoption of RtIRationale for adoption of RtI Demonstrate how RtI connects with Demonstrate how RtI connects with

existing district goals, priorities, and existing district goals, priorities, and initiativesinitiatives

Discussion: Read the quote Discussion: Read the quote below:below:

““The quality of a school as a learning The quality of a school as a learning community can be measured by how community can be measured by how effectively it addresses the needs of effectively it addresses the needs of struggling students.”struggling students.”--Wright (2005)--Wright (2005)

Do you Do you agreeagree or or disagreedisagree with this with this statement? statement? Why?Why?

Why RtI?Why RtI?

The formal incorporation of RTI The formal incorporation of RTI models in the 2004 reauthorization of models in the 2004 reauthorization of the Individuals with Disabilities in the Individuals with Disabilities in Education Act signaled a major Education Act signaled a major change in the approaches that change in the approaches that schools may use to identify students schools may use to identify students as eligible for special education in as eligible for special education in the learning disability (LD) category. the learning disability (LD) category.

IQ-Achievement IQ-Achievement DiscrepancyDiscrepancy

Passed Away on December 3, 2004: Burial to be announced

CADICADIProcess CompletedProcess Completed

January 21-February 1, 2008January 21-February 1, 2008

COMPREHENSIVECOMPREHENSIVE

APPRAISALAPPRAISAL

forfor

DISTRICTDISTRICT

IMPROVEMENTIMPROVEMENT

Top 5 Priorities Identified Top 5 Priorities Identified During the CADI Roll OutDuring the CADI Roll Out

1. Develop and Implement a systemic 1. Develop and Implement a systemic organization which clearly identifies the organization which clearly identifies the structures and processes for our work. Hold structures and processes for our work. Hold us accountable for RESULTS.us accountable for RESULTS.

2. Synthesize a viable Standards-Based 2. Synthesize a viable Standards-Based curriculum. Develop accountability curriculum. Develop accountability procedures for every teacher, principal, procedures for every teacher, principal, administrator, and instructional classified administrator, and instructional classified staff member, which are frequent, staff member, which are frequent, documented, and assessed by STUDENT documented, and assessed by STUDENT RESULTS.RESULTS.

EFFECTIVE LEARNING EFFECTIVE LEARNING ENVIRONMENTENVIRONMENT

(CADI)(CADI) Clearly define, develop and implement a Clearly define, develop and implement a comprehensive Response to Intervention (RtI) comprehensive Response to Intervention (RtI) model for all schools to follow as they develop model for all schools to follow as they develop interventions for students who do not learn at interventions for students who do not learn at proficient levels in the classroom. proficient levels in the classroom.

RtI needs to specifically address students who RtI needs to specifically address students who are not achieving proficiency. Develop a plan are not achieving proficiency. Develop a plan to “roll-out” the RtI model district-wide to “roll-out” the RtI model district-wide including district expectations, successful including district expectations, successful models, protocols, and process documents.models, protocols, and process documents.

Standards-Based Teaching Standards-Based Teaching & Learning Cycle& Learning Cycle

• What do students need to know, What do students need to know, understand, and be able to do?understand, and be able to do?

• How do we teach effectively to ensure How do we teach effectively to ensure students learn?students learn?

• How do we know that students have How do we know that students have learned?learned?

• What do we do when students do not learn What do we do when students do not learn or reach proficiency before expectation?or reach proficiency before expectation?

RtI

We make the path by We make the path by walking itwalking it

Advanced OrganizersAdvanced Organizers

This is a process that will take timeThis is a process that will take time RtI is more about general education RtI is more about general education

than special educationthan special education RtI is a component of the Standards-RtI is a component of the Standards-

Based Teaching and Learning CycleBased Teaching and Learning Cycle

How long does it take to implement How long does it take to implement fullyfully the problem-solving/RtI process? the problem-solving/RtI process?

Evidence from Iowa and Evidence from Iowa and Minnesota would suggest Minnesota would suggest that it takes 4-6 years (or that it takes 4-6 years (or more) to complete full more) to complete full implementation. Full implementation. Full implementation includes implementation includes policy and regulatory policy and regulatory change, staff development, change, staff development, and development of and development of building/district-based building/district-based procedures.procedures.

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.

RtI Defined

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.

Response to Intervention is

The practice of providing high-quality instruction/intervention matched to student needs

and using learning rate over time and level of

performance to make educational decisions

RtI is not…..

A panacea A curriculum, an

intervention, one theoretical orientation One-size-fits-all Hoops to jump through

Traditional vs. Problem-Solving• Focus on problems within

child• Causes presumed to be

largely due to internal variables

• Unexpected underachievement (relative to ability)

• IQ-Achievement discrepancy

• Assumes better classification leads to better treatment

• Focus on outcomes• Causes presumed to be

largely due to external variables

• Unexpected underachievement (relative to good instruction)

• Failure to respond to empirically validated instruction or interventions

• Decisions about students based on progress monitoring data

How it fits

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

Leadership• Leadership at the state, district, and building

level is crucial to the fidelity of RtI implementation.

• Administrators must prioritize resource allocation to support the effort, as well as offer professional development to school staffs, on the philosophical underpinnings of RtI.

• Staff development on the RtI philosophy will help establish and promote consistency among districts and schools which is imperative for successful implementation.

Curriculum Across the TiersUniversal 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

Instruction Across the TiersUniversal 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

EvaluateResponse to

Intervention (RtI)

Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Intervention Plan

Define the ProblemDefining Problem/Directly Measuring Behavior

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

The Collaborative Problem-Solving Process

Gather Data

The Problem-Solving Process

Steps in the Process Roles of the Team

1. 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

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

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.

Progress Monitoring

Is a method of monitoring education progress through direct assessment of academic skills. It is used to measure basic skills in reading, math, written expression, and readiness skills.

Progress Monitoring=Formative Assessment

Process of assessing student achievement frequently during instruction to determine whether an instructional program is effective

Informs

•When students are progressing, continue using interventions.

•When students are not progressing, change or adjust intervention.

Progress Monitoring Tools

AimswebDibelsSTARTests of Reading FluencyLexile Score

***It is on-going, systematic process for gathering data

What Does the Research Say About What is Effective With Struggling Learners? These are Meta Analysis Data from Kavale 2003

Treatment/Intervention Effect SizeSpecial Education Placement -.14 to .29Modality Matched Instruction (Auditory)

+.03

Modality Matched Instruction (Visual)

+.04

Teacher-Directed Instruction/ Graphing and Formative Evaluation

+.70

Teacher-Directed Instruction, Progress Monitoring, Graphing, Formative Evaluation, and Systematic use of Reinforcement

+1.00

Progress Monitoring in RTIProgress Monitoring in RTI

Intensive Monitoring

•Intensive interventions based on comprehensive evaluation.•For students with most intensive needs that may be several grade levels behind.•Monitoring occurs more often to ensure intervention is working (e.g., every 1-2 weeks).•Approximately 1-5% of students.

Strategic Monitoring•Targeted interventions based on data that students are at-risk of failure.•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).•Approximately 5-10% 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.

• 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

PUTTING

IT ALLTOGETHER

BEST PRACTICES of Tier I

• Core Instruction• Assessment/Progress Monitoring • Data discussions• What should the overall process look like

during Tier I?

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

Data Discussions in Tier I•Professional Learning Communities•Data-dialogue meetings•Grade or Content-level meetings•Meeting should be efficient, organized, and scheduled regularly•Discuss

• Whole group, flexible group changes, class changes at secondary

• Curricular gaps based on review of class benchmarks or other data

Assessment in Tier I

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

•Classroom assessments •Benchmarks •Quarterly and Unit Assessments

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

• Problem Solving Process• Data dialogue• Assessment/Progress Monitoring• Design of Instruction/Intervention• Standard Protocol Intervention• What should the overall process look like at this

tier?

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Teacher collaborates with grade level team/relevant staff to identify

interventions/accommodations that may help the student begin to succeed at expected level. Begin to document any universal strategies

and interventions at this time.

Interventions are successful.

Teacher seeks more input from staff experts and tries new interventions to meet the student’s needs. Teacher continues to

document data & interventions. The concern and efforts are shared with

parents.

Need persists.

Interventions are successful.

Teacher refers the student to the problem-solving team for the targets/intensive intervention process. The teacher gives the

referral from to the team coordinator.

Need persists.

A CONSULTANT is assigned to the student. The Consultant collects all necessary data for the student’s “Initial” problem-solving

meeting and helps to define and clarify the need.

Teacher communicates concern to parents, collects

documentation and completes referral form for

problem-solving team.

Intervention plan is developed at the initial meeting. An interventionist and progress monitor are determined and tools are

identified. A follow-up meeting is scheduled.

Plan Implementation: Intervention, Progress Monitoring (CBMs), Data Analysis. The

consultant communicates on a weekly basis with the teacher, interventionist and/or progress monitor.

“Review” is held. If successful, interventions continue or are scaled back. If necessary, new interventions are planned or more

intense interventions are discussed and developed.

Plan Implementation: Intervention, Progress Monitoring (CBMs), Data Analysis. The

consultant continues to communicate with individuals responsible for implementing plan.

Tier II interventions are successful. Interventions are continued and/or scaled back as appropriate.

The problem-solving process continues whether an ALP, IEP, etc are determined necessary. All systems within the

building utilize the problem-solving process.

The student’s issues are severe & clearly beyond the classroom teachers ability to address based on data collected. Parent

permission is obtained.

How does this model compare to what you have in place?What will it take to move to this practice?

The NHSC identified the following The NHSC identified the following eight issues specifically related to eight issues specifically related to

RTI at the secondary levelRTI at the secondary level Identifying screening and progress Identifying screening and progress

monitoring tools across subject areasmonitoring tools across subject areas Identifying middle/high school appropriate Identifying middle/high school appropriate

intervention models that workintervention models that work Implementation issues unique to high Implementation issues unique to high

schoolsschools Examining the changing roles for general Examining the changing roles for general

and special education teachersand special education teachers Determining universal instruction across Determining universal instruction across

content areascontent areas Ensuring structural supports for professional Ensuring structural supports for professional

collaborationcollaboration Ensuring ongoing professional development Ensuring ongoing professional development Expanding parent communicationExpanding parent communication

Standard Protocol ExampleStandard Protocol Example In the spring, all eighth-grade students participate in a In the spring, all eighth-grade students participate in a

screening series, which is an examination of multiple screening series, which is an examination of multiple measures of student achievement.measures of student achievement.

All incoming ninth-grade students receive core literacy All incoming ninth-grade students receive core literacy instruction. instruction.

Based on a review of assessment data, students Based on a review of assessment data, students entering high school half a year to two years behind, entering high school half a year to two years behind, receive the core literacy instructional program as well receive the core literacy instructional program as well as an additional literacy workshop course that as an additional literacy workshop course that provides them with support materials that scaffold the provides them with support materials that scaffold the core literacy program. core literacy program.

Entering high school students who are more than two Entering high school students who are more than two years below grade level are enrolled in a double block years below grade level are enrolled in a double block of language arts that consists of an intensive English of language arts that consists of an intensive English language arts program or an after-school reading language arts program or an after-school reading program.program.

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

• 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

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