RTI: RTI: Questions and AnswersQuestions and Answers

June, 2006June, 2006

Response to Intervention Response to Intervention (RTI)(RTI)

What is it? What is it?

•a problem-solving systema problem-solving system•a way to monitor progress a way to monitor progress •a shared responsibilitya shared responsibility•part of PLPs and LD identificationpart of PLPs and LD identification

Components of a Components of a school-wide systemschool-wide system

School-wide screeningSchool-wide screening Progress MonitoringProgress Monitoring Service delivery model that provides for Service delivery model that provides for

interventions of varying intensities to meet interventions of varying intensities to meet the needs of all studentsthe needs of all students

Expanding Circle of SupportExpanding Circle of Support Strategic decision-making process that is Strategic decision-making process that is

data-drivendata-driven

As we have begun planning and implementing RTI, many of us have felt like the pilot in this video….

Possible Systems ApproachPossible Systems ApproachClassroom UnitClassroom Unit Individual StudentIndividual Student

AdvancedAdvanced 75-80% of students are 75-80% of students are exceeding the benchmarks.exceeding the benchmarks.

AssessmentsAssessments: 3 times a : 3 times a yearyear

MaterialsMaterials: Standard core : Standard core program plus enrichmentprogram plus enrichment

Students exceed targets and can Students exceed targets and can handle advanced materials.handle advanced materials.

InterventionIntervention: Need challenge, : Need challenge, extension and enrichment.extension and enrichment.

AssessmentAssessment: 3 times a year: 3 times a year

MaterialsMaterials: Standard core program : Standard core program plus enrichmentplus enrichment

BenchmarkBenchmark 75-80% of students are 75-80% of students are making good progress.making good progress.

Assessment: 3 times a yearAssessment: 3 times a year

Materials: Standard Core Materials: Standard Core programprogram

Students performing at this level Students performing at this level are making good progress, are making good progress, occasionally needing reteaching.occasionally needing reteaching.

InterventionIntervention: Generally none : Generally none needed.needed.

AssessmentAssessment: 3 times a year: 3 times a year

MaterialsMaterials: Standard core program: Standard core program

Modified from Diamond, 2005

Possible Systems ApproachPossible Systems Approach

Classroom UnitClassroom Unit Individual StudentIndividual Student

StrategicStrategic About 1/3 of the students are About 1/3 of the students are not meeting benchmarks on not meeting benchmarks on multiple measures.multiple measures.

AssessmentsAssessments: Monitor data : Monitor data regularly monitored by “team”regularly monitored by “team”

MaterialsMaterials: Core program plus : Core program plus specialized, supplemental specialized, supplemental materials.materials.

InterventionIntervention: Assistance to : Assistance to the teacher on program the teacher on program components and supplemental components and supplemental materials and added support materials and added support for struggling students. for struggling students. Coach/Specialist support.Coach/Specialist support.

Students performing at this level Students performing at this level are not meeting benchmark targets are not meeting benchmark targets on one or more indicators.on one or more indicators.

InterventionIntervention: Direct instruction : Direct instruction with teacher in smaller group (1:5) with teacher in smaller group (1:5) including adjustments of pace and including adjustments of pace and complexity.complexity.

AssessmentAssessment: Diagnostic tests to : Diagnostic tests to pinpoint needs and target pinpoint needs and target intervention. Monitoring every 2-4 intervention. Monitoring every 2-4 weeks.weeks.

MaterialsMaterials: Standard core program : Standard core program plus specialized supplemental plus specialized supplemental materials.materials.

IntensiveIntensiveModified from Diamond, 2005

Possible Systems ApproachPossible Systems Approach

Modified from Diamond, 2005

Classroom UnitClassroom Unit Individual StudentIndividual Student

IntensiveIntensive Over half of the students are not Over half of the students are not meeting benchmark indicators on meeting benchmark indicators on multiple measures.multiple measures.

AssessmentAssessment: More frequent data : More frequent data collection and monitoring by “team” collection and monitoring by “team” and principal.and principal.

MaterialsMaterials: Intensive intervention : Intensive intervention programs.programs.

InterventionIntervention: Supportive and : Supportive and frequent coaching. Administrative frequent coaching. Administrative intervention needed. Extra support to intervention needed. Extra support to use intervention materials skillfully.use intervention materials skillfully.

Individual students who perform at Individual students who perform at chronically low levels in otherwise chronically low levels in otherwise effective classrooms, need intensive effective classrooms, need intensive intervention.intervention.

InterventionIntervention: These students will : These students will regularly need at least 30 minutes of regularly need at least 30 minutes of focused on their targeted areas of focused on their targeted areas of weakness. Some may require outside weakness. Some may require outside support. Grade 4-8 students will likely support. Grade 4-8 students will likely need a separate, intensive need a separate, intensive intervention replacing base program.intervention replacing base program.

AssessmentAssessment: Monitor every week, : Monitor every week, and diagnostic tests to pinpoint needs.and diagnostic tests to pinpoint needs.

MaterialsMaterials: Intensive intervention : Intensive intervention programsprograms

When flying a plane you need to constantly be When flying a plane you need to constantly be looking at the controlslooking at the controls– Strategic processStrategic process– FidelityFidelity

I think he I think he is making is making progressprogress

Data-Driven vs. Data InformingData-Driven vs. Data Informing

Is your school or district’s use of Is your school or district’s use of assessment data- driven?assessment data- driven?– Systematic process to analyses and make Systematic process to analyses and make

decisions about the datadecisions about the data

Is your school or district’s use of Is your school or district’s use of assessment data informing?assessment data informing?– Instruction and curriculum are based on Instruction and curriculum are based on

students’ identified needs.students’ identified needs.

We will have tough choices to make – we’ll decide based on what’s best for our kids

We will make mistakes – and fix them along the way

To do this will take newlearning for everyone

Four Organizing PrinciplesFour Organizing Principles

1.1. Earlier rather than laterEarlier rather than later -- Prevention and early intervention are -- Prevention and early intervention are supremely more effective and efficient than later intervention and supremely more effective and efficient than later intervention and remediation for ensuring reading success.remediation for ensuring reading success.

2.2. Schools, not just programsSchools, not just programs -- Prevention and early intervention -- Prevention and early intervention must be anchored to the school as the host environment and primary must be anchored to the school as the host environment and primary context for improving student outcomecontext for improving student outcome

3.3. Evidence, not opinion Evidence, not opinion -- Prevention and early intervention pedagogy, -- Prevention and early intervention pedagogy, programs, instruction and materials should be based on trustworthy programs, instruction and materials should be based on trustworthy scientific evidence. scientific evidence.

4.4. Each and All--Each and All-- To teach To teach allall children to read, we must teach children to read, we must teach eacheach child child to read.to read.

Kameenui, E.J., Simmons, D.C. Kameenui, E.J., Simmons, D.C.

Today… ask questionsToday… ask questions

Questions and Questions and AnswersAnswers

Question 1:Question 1:

What training will be required to ensure the What training will be required to ensure the proper implementation of RTI?proper implementation of RTI?

Question 2:Question 2:

How do we operationalize the expanding How do we operationalize the expanding circle of support?circle of support?

Question 3:Question 3:

How long should interventions be continued How long should interventions be continued before an entitlement decision is made?before an entitlement decision is made?

or….or…. Will use of RTI delay services to students?Will use of RTI delay services to students?

Question 4:Question 4:

We have a big school system and many We have a big school system and many students needing PLPs, let alone other students needing PLPs, let alone other kinds of interventions - how do we handle so kinds of interventions - how do we handle so many kids being processed at the same many kids being processed at the same time?time?

Table TalkTable Talk

As you look to September what are your plans As you look to September what are your plans regarding implementation of RTI?regarding implementation of RTI?

As a table group, what question would you like As a table group, what question would you like to ask the group to get help on your to ask the group to get help on your implementation plans?implementation plans?

Job-Alike DiscussionJob-Alike Discussion

How is your job changing?How is your job changing? What benefits do you see?What benefits do you see? What challenges are you experiencing?What challenges are you experiencing? In what area do you need professional In what area do you need professional

development?development? Are their any school/district/state policies Are their any school/district/state policies

that make this change difficult?that make this change difficult?

Building Capacity:Building Capacity:Beginning with a Goal in MindBeginning with a Goal in Mind

Collaborative engagement includes:Collaborative engagement includes:

Being data driven in an effort to help every student succeedBeing data driven in an effort to help every student succeed Making a commitment to do whatever it takes when they acquiringMaking a commitment to do whatever it takes when they acquiring evidence that suggest particular students aren’t succeedingevidence that suggest particular students aren’t succeeding Studying about and use best practice in their repertoire of Studying about and use best practice in their repertoire of daily teaching strategiesdaily teaching strategies Examining curriculum, instruction and assessment across gradeExamining curriculum, instruction and assessment across grade levels and subject areas to assure students’ continuous learning levels and subject areas to assure students’ continuous learning

experiences.experiences. Celebrating successCelebrating success Learning from on anotherLearning from on another Problem solving together Problem solving together Engaging in learning about learning as a daily activity.Engaging in learning about learning as a daily activity.

Pam Pam RobbinsRobbins