Response to Intervention (RTI): Building the Plane in the Air

RTI Essential ComponentsJenice Pizzuto

Jenice PizzutoNational Consultant, Learning Forward, President, Learning Forward OregonLeadership and Learning Center, TrainerNew member OrRTIWife, mother, friend, golferLearner, reader and collaborator

RTI is:DataIndividual needsFocusFamiliesEngaging InstructionsRespondingEveryoneNever endingTeamingWhere Weve Been

Preview the Essential Componentsof an an effective, sustainable RTI systemWhere Were Going

Develop a conceptual understanding and awareness of an RTI system

Create a big picture view of key components of an RTI system

Objectives5Moving Upstream: A Story of Prevention and Intervention

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7In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

8Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

9In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyones relief, the flow of children stopped, and the group could finally catch their breath.

At that moment, their colleague came back. They turned on her and angrily shouted: HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?

10She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldnt make it and fell through into the river. So I got someone to fix the bridge.

SI SE PEUDE!

We are talking about your districts taking on the mission and building a mutlit tiered prevention and intervention systemit can be done!11IT CAN BE DONE!THE BUDGETNot another thing!

PLCCurriculaELL & Sheltered InstructionCredit by proficiency

SchedulesAssessmentInstructionProfessional developmentBehaviorRTISpecialEducationInterventionsTAG

CFA

Braid the InitiativesProfessional Learning CommunitiesResponse to InterventionSIOP/EL Focus Common Core State StandardsCreating Effective Systems to Support School and Student Improvement14Increased student achievement is the goal. MiBLSi creates the schoolwide model to support Response to Intervention.14Table Talk One Minute Quick WriteWhat are your current district initiatives? Two Minute Partner TalkList alignments you see

Core RTI PrinciplesWe can effectively teach all childrenIntervene earlyUse a multi-tier model of service deliveryUse a problem-solving method to make decisions within a multi-tier modelUse research-based, scientifically validated interventions/instruction to the extent availableMonitor student progress to inform instructionUse data to make decisionsUse assessment for 3 different purposesScreening, diagnostic, progress monitoring

NASDSE, 2006In The PastGeneralEducationTitle Reading or Other Reading SupportSpecial EducationSome FellThroughSome FellThrough

17RTI: Full Continuum of SupportGeneralEducationTitle Reading & Reading Support,Gifted Ed.Special Education,Gifted Ed.IIIIIIIIall along the continuum!

I=Interventions

18Essential Components of RTI

The Center has developed a graphic to highlight the RTI framework. Many of you probably associate the red, green and yellow triangle with RTI. In reality, the triangle does not represent the RTI framework; it only represents one component, the multi-level prevention. The Center graphic takes into account all of the essential components and most importantly the use of data to make decisions, often absent from the traditional RTI triangle. If you look to the far left you see screening, to the far right, progress monitoring and obviously at the bottom the multi-level prevention system. The three outer components require and are necessary part of data-based decision making, which is why the arrows travel both directions. If these components are in place, but data decision making is absent, then RTI is technically not being implemented. If you look in the center ring you will see culturally responsive, meaning the screening tools, progress monitoring tools, interventions, & data-based decision making procedures are all culturally responsive. In the same ring, you will notice evidence based, implying all components are evidence based. If these components are implemented through a cohesive model, we would expect to see improve student outcomes. Im now going to talk about the multi-level prevention system in a little more detail.

19So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screenerCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringInterventions Data Based Teaming

PrincipalClassroom TeachersSpecialistsSchool CounselorSchool PsychologistCollaborating21Teaming is a component that needs to be tended. There is an example of the self assessment for the EBIS team on page 19 of the EBIS packet. If participants are working in teams, have them spend about 15 minutes conducting the self assessment with the expectation they will report out about their functioning.Teaming

PrincipalClassroom TeachersSpecialistsSchool CounselorSchool PsychologistCo-laboring22Teaming is a component that needs to be tended. There is an example of the self assessment for the EBIS team on page 19 of the EBIS packet. If participants are working in teams, have them spend about 15 minutes conducting the self assessment with the expectation they will report out about their functioning.LeadershipDistrict Level AND School Level

FundingCalendarScheduleFidelity

23 Professional Development and FidelityContent:Core curriculum & instruction AssessmentInterventionsTeamingData-based decision makingSPED procedures

Delivery: Ongoing Sufficient time to collaborate and plan Incorporates fidelity checks Anticipate and be willing to meet the newly emerging needs based on student performanceData ALSO used to drive professional development needs 24Universal ScreeningUniversal screening for ALL students at least three times per yearGood screening measures:Efficient an unbiasedMultiple and equivalent forms2 purposes:Determine the overall health of the coreDetermine which students may need additional support25Core CurriculumResearch-Based Core ProgramBig 5 of Reading

90 minutes of Reading instruction (1-5, K 60)

Agreements on fidelity

Scope and Sequence

Focus on effective instruction methodsPhonics

FluencyPhonemic AwarenessComprhensionVocabularyFor all students!26So, here you probably just try to ascertain where teams are with respect to implementation of the core curriculumDecision RulesData based decision makingProvide the now what after teams have analyzed student dataGuide decisions for all tiersTake the guesswork out of what to do nextEnsure equity across schools

I think I feel I believe

What data do you have that makes you think/feel/believe that?-Dr. Ed Shapiro

27Are the children learning? How can we tell?

Progress MonitoringTools Must Be:BriefValid ReliableRepeatableEasy to AdministerFrequency:Every 2 weeks (minimum)Every week (ideal)

28InterventionsDelivery of instruction decisions are based identified student needs Is in addition to and aligns with the district core curriculumUses more explicit instructionProvides more intensityAdditional modeling and guided feedbackImmediacy of feedbackDoes NOT replace core

29Student data includes: interview, observation, review T.I.R.RTI Essential ComponentsProfessional DevelopmentLeadershipData based teamingUniversal screenerCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringInterventionsHigh level overview ofEssential Componentsof an an effective, sustainable RTI system

Where Weve Been

Focus on the element that gives us the most powerThe importance of Core instructionWhere Were Going

SI SE PEUDE!