April Kelley

Definition

“RtI is the practice of providing

high quality instruction and

intervention matched to student

needs, monitoring progress frequently

to make decisions about changes in

instruction or goals and applying

child response data to important

educational decisions.”

National Association of State

Directors of Special Education, 2005

Why RtI?

• Our current practices are not working for ALL students– Separation of special education from regular education

– Eligibility procedures unrelated to intervention

– Wait-to-fail model (reactive)– Over-representation of some minority students

• We have new knowledge and better tools to be able to teach all children than we’ve ever had before

• Our focus has shifted to the preventative model rather than the wait-to-fail model

Why is Early Intervention Important?

• Without intervention, 90% of struggling first graders will still be struggling at the end of elementary school

• Struggling readers have a higher risk of academic failure and school dropout

• Without intervention, 74% of students who are poor readers in 3rd grade will be poor readers in 9th grade

Benefits for Students• RtI addresses the academic weaknesses of

at-risk learners before they fail.

• The regular ed classroom is the first

line of intervention.

• RtI merges regular, remedial, and special

ed for student success.

• Assessments and interventions are closely

linked.

• Child-response data drives instruction.

• Differentiated intervention strategies

and attention to learning styles improve

academic outcomes for all students.

RtI FrameworkAcademic System

1-5% Intensive Individualized Interventions

5-10% Targeted Interventions

5-10% Targeted Interventions

1-5% Intensive Individualized Interventions

80-90% School-Wide Instruction

80-90% School-Wide Instruction

Behavioral System

Essential Elements

TeamLeadersh

ipParental Involvement

Scientifically or Research-Based Instruction or Intervention

Universal Screening Assessment

Planned Service Delivery

Intervention

Delivery

Fidelity Of

Instruction

Specific Learning Disability Verification

Individual ProgressMonitoring

IDEA 2004• States cannot require the use of IQ discrepancy tests when evaluating a child suspected of having a specific learning disability.

• In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based interventions.

NCLB

• Recommends Response to Intervention to help reach AYP goals.

• Supports the use of research-based interventions for struggling students.

Time to Discuss

• What have you heard that makes sense?

• What have you heard that is confusing?

• How does what you heard fit with what you are currently doing?

At first glance, Response to Intervention (RtI) is a method to identify learning

disabilities. But, RtI could play a much larger

role. It has the ability to transform how we educate

students—all students. With RtI, students may get the support they need as soon as they show signs that

they are having difficulty learning, regardless of

whether or not they have a disability.

Council for Exceptional Children

Tier Type of Instruction

Curriculum Materials

# Minutes of Daily

Instruction

Frequency of Progress

Monitoring Assessment

IClassroom Core

Comprehensive60-120 Not needed

IISmall group

(3-6)Supplemental Core + 30 Every 2-3

weeks

IIISmall group

(3)Supplemental Core + 60 Every 1-2

weeks

Overview of the Three Tier Model

Tier I – A Comprehensive Core Reading Program

A comprehensive core reading program is considered the first line of defense to prevent reading failure for all students.

Florida Center for Reading Research, 2005

What is Meant by a Comprehensive Core Reading Program?

A core reading program:

• Is the primary tool teachers use to teach children to read and ensure they reach reading levels that meet or exceed grade-level standards.

• Should be based on scientifically based reading research (SBRR)

• Should address the core components of reading instruction

“

Characteristics of Tier 1: CorePurpose

• Maximize learning for all students • Minimize need for interventions (number & intensity)

Instruction• All students receive instruction in core curriculum • Explicit, focused, differentiated, high-quality, research-

based general education instruction in academic and social competencies

• Based on concepts of universal design for learning, demonstrating understanding of importance of culture in teaching and learning

Data Collection• Universal screening for academics (e.g., DIBELS, AIMS web; 3

times per year) and behavior (e.g., SWIS) • Use school-wide data to evaluate and improve the instruction

for all students in reading/behavior• With strong, research-validated core curriculum schools should

expect 80-90% of students to benchmarks

Decision Rules• Clear decision rules are established for determining which

students need Tier 2 intervention

Characteristics of Tier 2: TargetedPurpose

• Provide sufficient and appropriate instruction so that performance rapidly reaches/exceeds standards, preventing further concern

Instruction• Instruction for students not making sufficient progress in core

curricula• Instruction provided in small, flexible groups• Instruction that is more explicit, and intensive• Instruction provided in addition to core instruction• Instruction using research-based intervention programs

Data Collection• Student progress monitored more frequently (biweekly)

Decision-Rules• Clear decision rules are established that outline the movement

between the tiers

Characteristics of Tier 3: IntensivePurpose• To provide sustained support for children not making adequate

progress with targeted support• Does not automatically equal special education

Instruction• Uses research-based, intensive, sustained interventions• Ongoing supports are carefully designed, to provide explicit,

systematic instruction• Increases direct instruction/opportunities to receive explicit

instruction in academic and/or behavioral skills • Individually or in small group with substantial opportunities

to practice• Instruction designed by individual problem-solving team • Instruction provided in small group (1:3 or 1:1)

Data Collection

• Student progress monitored more frequently (weekly)

Decision-Rules• Regularly scheduled team meetings to review progress• Clear decision rules are established that outline movement

between the tiers

Response to Intervention Implementation Project

We believe that Response to Intervention is the School Improvement Initiative of:

Providing high quality, research-based instruction and interventions matched to student need

Monitoring progress frequently

Applying student response data

Making changes in instruction, interventions and learning targets

• Set of components identified by research as critical to have in place for an effective RTI system

• Nebraska schools must provide evidence these are in place before using RTI for special education verification decisions

• NDE & the RTI Consortium established a process for review and feedback to help schools get the EEs in place

• ESU/Consortium Partner Training Sessions are designed to help schools build the EEs for RTI

Essential Elements

Essential Element: Team Leadership

What it Looks Like

For effective RTI implementation districts and/or schools should have teams that provide leadership, data analysis and decision making at the district and/or school levels, grade level, and individual student level.

Essential Element: Parent Involvement

What it Looks LikeParents are informed and involved in their child’s educational process and as intensity of intervention increases, parent involvement increases

Examples of informing parents:• Newsletters describing the RTI process are sent to parents• Parents are notified that their child has qualified for

intervention• Form letters are sent to parents describing students’

participation in Tier 2 interventions• Procedures have been established for parent permission,

notification, and rights to due process when appropriate• Progress reports are provided to parents on a regular

basis

Essential Element: Parent Involvement

What it Looks Like (cont)Examples of involving parents:• Parents are part of the district and/or school wide team(s)

• Parent schedules are taken into account in planning meetings

• Parents are critical members of the problem solving team for their child

• Parents are included in decision making meetings regarding their child’s progress

• Home intervention components are designed when appropriate

Essential Element: Scientifically or Research-based Core Instruction and

InterventionWhat it Looks Like

Examination of all instructional materials is completed by the district or building team to determine scientific research basis.

Instruction/intervention at all levels of intensity is scientifically-based in content covered and methods used.

Appropriate instructional materials provide a systematic scope and sequence that include clear guidelines about which skills are taught and the order in which they are introduced.

Regardless of the level of intensity, scientifically-based instruction/intervention provides for differentiation based on student level of need (e.g.., differentiation for those above grade level, on grade level, slightly below grade level, significantly below grade level, English language learners, etc.).

Essential Element: Universal Screening AssessmentWhat it Looks Like

The chosen universal screening assessments are:• valid and reliable for the purpose of screening (e.g., DIBELS,

AIMSweb)• efficient without significantly compromising precision. To ensure quality screening practices:• Team reviewed technical manual to ensure reports adequate

reliability and validity data and appropriateness for use with diverse samples.

• Data are collected for all students. • Screening conducted several times a year and each data

collection period is during a 2-week window.• Professional development on administration and scoring of the

assessment measures and on use of data for decision making has been completed by all school staff involved in assessing students and using screening data.

• Ongoing reliability checks are conducted to ensure accurate data are collected for decisions

• Teachers routinely meet (e.g. after each screening assessment period) to review and analyze data and make instructional changes.

Essential Element: Individual Progress Monitoring

What it Looks LikeThe progress-monitoring assessments:• Are reliable, valid, and sensitive measurements of student progress

• Include a sufficient number of probes at each grade level to allow for weekly monitoring

To ensure quality progress monitoring practices:• Assessments are administered on a weekly basis.

• PD on the administration and scoring and use of assessment data for decision making has been completed by all school staff involved in assessing students and using data.

• Ongoing reliability checks are conducted to ensure accurate data are being collected for decision making

Essential Element: Planned Service Delivery

Decision RulesWhat it Looks Like

Decision rules for multi-tiered intervention selection and responsiveness to intervention are established before RtI is used. Clear guidelines are established for determining student movement between and within tiers.

Decision rules provide guidance for the evaluation of student performance based on individual goals and changes in student performance (viewed as rate, level, and/or consistency) over time as determined by progress monitoring assessments.

A written decision-rule outline includes: • how data are validated, • which data are used for decision making, and • criteria for making instructional/intervention

decisions at each tier of support.

Essential Element: Intervention Delivery

What it Looks LikeWho:• Skilled, certified personnel deliver or supervise quality

interventions. • Those delivering interventions are adequately trained on the

intervention being delivered.

How:• Interventions are conducted for a minimum of 14 weeks and 56

sessions  with at least one substantive change in intervention prior to being identified as inadequately responding to intervention.

• Sessions are at least 30 minutes in length. • Substantive changes are made based on a sufficient amount of time

and data (e.g., two 7-week periods with weekly data collection and a minimum of 28 intervention sessions)

 Intervention delivery is conducted in addition to the provision of

core instruction, and involves: • appropriately applying scientifically-based (research-based)

interventions,• selecting interventions on basis of student needs identified

diagnostically, and• increasing intervention intensity when students are less

responsive.

Essential Element: Fidelity of Instruction

What it Looks LikeAdherence plans are in place for core instruction,

supplemental programs, and interventions.

Teachers participate in the development of this plan and the plan is shared with all teachers.

The plan supports successful implementation of instruction across tiers of instruction/intervention and is not used for teacher evaluation.

As outlined in the plan, fidelity checklists and adherence protocols are used and the fidelity of implementation is assessed on a regular basis by an impartial professional familiar with the instructional/intervention programs.

As the intensity of interventions increases, adherence checks are made more frequently (i.e., more frequently in Tier III than in Tier I).

Essential Element: Fidelity of Instruction

• Importance of Fidelity to measure whether we’re hitting the 80% mark.

• Takes a full 2 years to implement the program and determine if you can reach 80% with the program.

• After that, you can start determining gaps for supplemental instruction.

Bottom line…• If 80%, then keep doing what we’re doing.

• If not 80%, then tighten up the core.• Options: On own or Ashlock Lesson Maps

Essential Element: SLD VerificationWhat it Looks Like

SLD verification involves adherence to and full documentation of a student’s participation in RtI procedures and protocols as specified via all of the Essential Elements listed above.

SLD verification follows federal and state verification guidelines, documentation of adverse effect on educational performance, and determination that there is a need for special education.

Documentation that special education evaluation timelines specified in IDEA 2004 and in state regulations are followed unless parents and the school team agree to an extension. All provisions are followed as per Rule 51, including protocols for documenting (a) that the student is not achieving adequately as evidenced by multiple assessments, and (b) that progress is not due to a lack of appropriate instruction, and (c) that other disabilities have been ruled out.

Before a meeting of the multidisciplinary team is considered:– Intervention has been delivered a minimum of 14 weeks with no fewer than

56 sessions;– At least one substantive change has been made in the intervention plan

in an attempt to improve progress for less successful students (i.e., there must be at least 2 intervention phases);

– The student has not met established goals according to the decision rules