Pyramid Response to Intervention Day 1. Pyramid Response to Intervention Capistrano Unified School District

Pyramid Response to Intervention


Day 1


Capistrano Unified School District


Cynicism…


Workshop Outcomes

• Learn the essential elements of RTI.

• Understand how PLC practices create the foundation needed to successfully implement RTI.

• Align your site interventions to the characteristics of highly effective interventions. (Learning CPR)

• Create a pyramid of interventions aligned to RTI.

• Leave with a realistic plan of first steps.


Day 1 Overview

Welcome, norms, and critical friends Why create a PRTI? (The Perfect Storm) What is RTI? Break Building the foundation: PLCs and RTI Lunch Learning CPR: What makes an effective intervention? Why a pyramid? Creating a tiered-approach to

interventions Starting PRTI: Targeting interventions


Workshop Norms


“When all is said and done, the norms of a group help determine whether it functions as a high-performing team or becomes simply a loose collection of people working together.”

—Goleman


Workshop Norms

• Start on time and end on time.• Be here (cell phones, texts, and email).• Ask questions.• Be honest and respectful.• Focus on what we can do.• Dare to dream BIG.


Workshop Design

I am not going to provide answers.

I am going to ask the right questions!


Who Are You?


Team Time and

Making Critical Friends

Name, location, school demographics, progress towards PLC implementation

Why did you come?


Essential Questions

What is our mission? Why create a PRTI?


Our mission is not to• Meet mandates.• Raise test scores.


To assure high levels of learning for all students!

Our Mission


Never in our nation’s history have the demands on our educational system been greater or the consequences of failure as severe.

Beyond the high-stakes school accountability requirements mandated by state and federal laws, the difference between success and failure in school is, quite literally, life and death for our students.


Today, a child who graduates from school with a mastery of essential skills and knowledge is prepared to compete in the global marketplace, with numerous paths of opportunity available to lead a successful life.

Yet, for students who fail in our educational system, the reality is that there are virtually no paths of opportunity.


Likely Pathways for Struggling Students

1. Poverty 2. Welfare 3. Incarceration4. Death


Dropouts on average earn about $12,000 per year, nearly 50% less than those who have a high school diploma.

They are 50% less likely to have a job that offers a pension plan or health insurance.

They are more likely to experience health problems.

—Rouse & Muenning (2005) (www.centerforpubliceducation.org)

Poverty


According to a U.S. government report, The State of Literacy in America, over 90 million U.S. adults, nearly one out of two, are functionally illiterate or near illiterate, without the minimum skills requiredin a modern society.

—Larry Roberts, Illiteracy on the Rise in America

(www.wsws.org)

Poverty


Welfare

75% of those claiming welfare are functionally illiterate.

(www.covinaliteracy.org/facts.htm)


Incarceration

Across the United States, 82% of prison inmates are dropouts.

—Ysseldyke, Algozzine, & Thurlow (1992)

(findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619426/pg_4)


Incarceration

According to the report, Literacy Behind Prison Walls, 70% of all prison inmates are functionally illiterate or read below a 4th-grade level.

(www.proliteracy.org/downloads/ProLiteracyStateOfLiteracy%2010-25-04.pdf)


Incarceration

85% of juvenile offenders have reading problems.

(www.literacybuffalo)


Youth in correctional facilities

Average age: 15

Average reading level: 4th grade (30% below this level)

(www.edjj.org)

Incarceration


The incidence of learning disabilities among the general population based on U.S. Department of Education and local service providers is around 5%.

This is in sharp contrast with the number of students with learning disabilities in the criminal justice system, estimated to be as high as 50%.

—Bell (1990) (findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619426/pg_4)

Incarceration and Special Education


Only 57% of youth with disabilities graduated from high school in the 2001–02 school year, according to the U.S. Department of Education (2002).

(www.ncset.org/publications/viewdesc.asp?id=3135)

Incarceration and Special Education


One study conducted by a University of California, Berkeley, economist found that a 10% increase in the graduation rate would likely reduce the murder and assault arrest rates by about 20%.

—Moretti (2005) (www.centerforpubliceducation.org)

Social Costs


“The effects of educational failure are going to get worse if we don’t prepare all students to be competitive in the global marketplace.”

—The Perfect Storm

Cold, Hard Facts


Is a high school diploma enough for our current students to be competitive in the global marketplace?


“The high school diploma has become the ticket to nowhere.”

—James Waller, Face to Face: The Changing State of Racism Across America


Today, our economy is not based on agriculture and industry, but information and services.


In 1870, half of the U.S. population was employed in agriculture.

As of 2006, less than 1% of the population is directly employed in agriculture.

Agricultural Jobs in America


1950: 34%

2002: 13%

U.S. Manufacturing Jobs

—USA Today(www.usatoday.com/money/economy/2002-12-12-manufacture_x.htm)


2006 College Graduates

U.S.: 1.3 million

India: 3.1 million

China: 3.3 million


To assure high levels of learning for all students!

Our Mission


What do we mean

by high levels

of learning?

High School + Plus


Our traditional U.S. school system was not designed to ensure that all students learn at high levels!

Our Dilemma


Professional isolation existed (one-room schoolhouse).

Failure was OK.

Few students went to college (10–15%).

Our job was to sort students (bell curve).

Characteristics of Our Traditional U.S. School System


If our mission is high levels of learning for all students,

the question is:

Is it possible?


Schools Do Make a Difference

Effective schools research of Ron Edmonds, Lawrence Lezotte, Wilbur Brookover, Michael Rutter, and others concluded that:

• All children can learn!• Schools control the factors assuring that students master the core of the curriculum.



“An analysis of research conducted over a 35-year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.”

—Robert Marzano, What Works in Schools (2003)



90─90─90 Schools

—Douglas Reeves


"We embrace explicitly the proposition thateffective practice and popular practice are very likely two different things."

—Douglas Reeves


Some refuse to “change course”


For all students to learn, we must Start with a highly effective research-based core

instruction.

Systematically identify students who are not succeeding in our core program.

Provide these students additional time and support until they learned.


Over the past decade, two proven processes have been developed to achieve this goal:

1. Pyramid of Interventions


Over the past decade, two proven processes have been developed to achieve this goal:

1. Pyramid of Interventions

2. Response to Intervention


Pyramid of Interventions Response to Intervention




Essential Question

Why create a PRTI?

It is our moral responsibility!


Respond to the research.

Team Time


Why Adopt an RTI Model?


To achieve our mission, it is not a “regular ed” issue, nor a “special ed” issue.

It’s an “ed” issue!

Fundamental Assumption



Answering this question requires us to look back into history.– 1975, PL 94-142

Identifying students with handicapping conditions denied access to public education

– “Child Find”Procedural safeguards as a major component

of identification process



What was not a focus?– Little or no attention was paid to student

outcomes, either academic or behavioral.– Students with disabilities were

systematically excluded from assessment systems.

No systems were developed for assessing these students.



U.S. Department of Education focused upon incidence rates.– The entire focus for 25 years was upon

identification and placement, not about effective interventions.

– The system failed to ask “how is the student doing?”

Many teachers did, but the system was focused elsewhere!



Successful academic outcomes are not achieved by waiting for students to fail but are instead achieved by systematically applying these questions to our work.

Pyramid Response to InterventionPyramid Response to Intervention







Impact on “regular education”– Educators came to understand that when

students failed to learn, it was expected (even required) they be referred for special education testing.

“Failure to succeed in a general education program meant the student must, therefore, have a disability.” (David P. Prasse, Loyola University)



Impact on “regular education” Special education experienced ballooning

enrollments. General education experienced a narrowing

of expectations for student performance.– We learned to look elsewhere for assistance.



Reform needed to be systematic (understood by both regular and special education teachers).

RTI emerged as a regular education initiative.

After 25 years of refer, test, place, something needed to be done.


Base Program

Supplemental

Intensive Supplemental

Instruction and Support

• Identify students with common assessment data, grades, and environment data

Base Program

• For all students

• Daily best practice

• Should address the needs of at least 75% of your students

Intensive Support

• For students who have not responded to first two levels

• Track student progress weekly.



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, 2007).



Rather than a focus upon identification and placement, we needed a focus upon student outcomes.

Meanwhile, among the essential questions of the PLC are:– “How will we know if the students learned?”– “How will we respond if they don’t learn?”



Question leading to RTI Can we hold IEP meetings where the first question

posed was not whether a child satisfied criteria for a specific special education category, but instead how well a student has responded to effective interventions?



RTI: An answer to that question! Intended to provide an educational experience to all

students that is focused upon delivering a powerful core instructional program and interventions and frequently monitoring the progress of students receiving interventions and then adjusting and changing the interventions as appropriate



Students who need special education are Those who respond to interventions yet require

major resources to sustain the progress OR Those who show progress but will not be able to

close the gap with their peers, no matter the intensity or frequency of the intervention



Why? Because “Adopting an RTI model is about adopting best

practice, insisting that we do what is best and necessary for all students in our schools, and, finally, rising to the challenge of doing that which is socially just. That is why we must adopt an RTI model and implement it with integrity in every school throughout the nation.”

—David P. Prasse, Loyola University



Because

─ A child shall not be determined to be a child with a disability…if the determinant factor…is:

• Lack of appropriate instruction in reading (as defined by NCLB)

• Lack of appropriate instruction in math

• Limited English proficiency

(34 CFR 300─306(b))


Myths About RTI

Myth 1

The outcome and intent of RTI is identification, and therefore special education remains its own entity that “occurs” subsequent to “trying RTI.”


Myths About RTI

Myth 2

Tier 3 (or the last tier in a tiered model) is only for special education.


Results of a Poorly Implemented PRTI

From Upper Darby School District, 106 LRP 60495 (PA SEA 2006)

Failure-to-identify claim

In RTI, a school district’s defense for failure to refer and evaluate in a timely manner necessarily will involve a defense of the integrity of its RTI process.

In the above case, the hearing officer found the district’s RTI system to be inadequate:

– “This process falls short of the requirements for a response to intervention determination. Most importantly, the district conducted no intervention, collected no data, and did not examine the student’s response to intervention. . . .”


Keys to Implementing RTI

Use teaching methods and interventions that have been shown to work because they are research-based.

Track progress of students receiving intervention. Use progress-monitoring data to:

– Provide students with even more intensive interventions.

– Consider the additional resources of special education.


Keys to Implementing RTI

Key components– Problem solving and collective responsibility– Quality core instruction– Universal screening and diagnostic assessment– Interventions– Progress monitoring– Intervention efficacy and fidelity


Building the Foundation:

RTI and PLCs


If a school tried to build an intervention program in isolation of its core program, it would be like trying to build a house, but starting with the roof—without a proper foundation, no structure can stand.


Because RTI’s expectation of collective responsibility for learning is a radical departure from the way most schools in our nation have functioned for the past 4 decades, implementing RTI will take both a restructuring of school procedures and a reculturing of a staff’s fundamental assumptions and beliefs.


Considering that many schools have developed a strong resistance to change, how does a staff create the conditions necessary to ensure that all students learn?



There is conclusive, compelling research stating that being a professional learning community is the most powerful and effective process to systemically change school culture and improve student learning.


“There are simple, proven, affordable structures that exist right now and could have a dramatic, widespread impact on schools and achievement—in virtually any school. An astonishing level of agreement has emerged on this point.”

—Mike Schmoker (2004)


“Throughout our 10-year study, whenever we found an effective school or an effective department within a school, without exception that school or department has been a part of a collaborative professional learning community.”

—Milbrey McLaughlin


“The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community.”

—Milbrey McLaughlin


National Association of Elementary School Principals

When principals apply NAESP’s six professional standards of instructional leadership they will fulfill their primary responsibility: leading learning communities.


“Breaking Ranks II: Strategies for Leading High School Reform” outlines the need for current high schools to engage in the change process to ensure success for every student.

Its first set of recommendations and tools focuses on the development of professional learning communities.

National Association of Elementary School Principals


Staff development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district.

National Staff Development Council


In order to take advantage of the broad range of professional knowledge and expertise that resides within a school, teachers are members of professional learning communities.

National Board of Professional Teaching Standards


The commission recommends that schools be restructured to become genuine learning communities for both students and teachers—organizations that respect learning, honor teaching, and teach for understanding.

National Commission of Teaching and America’s Future


NEA KEYS Initiative

Shared understanding and commitment to high goals

Collaborative problem solving Continuous assessment of teaching and

learning Personal and professional learning


National Council of Teachers of Mathematics

National Council of the Teachers of English

National Science Teachers Association

American Federation of Teachers


Roland Barth Lawrence W. Lezotte

Douglas Reeves Jonathon Saphier

Mike Schmoker Dennis Sparks

Michael Fullan Richard J. Stiggins

Robert J. Marzano

On Common Ground


Never in our nation’s history has there been greater consensus on what it takes to assure high levels of learning for all kids!

The Bottom Line


“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it, must finally depend on how we feel about the fact that we haven’t so far.”

—Ron Edmonds


1. Focus on learning

2. Collaborative culture

3. Focus on results

The Three Big Ideas of Being a PLC


Big Idea 1

Focus on Learning


We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

Big Idea 1: Focus on Learning


Some don’t develop…



To have a mission of learning for all You must believe all students can learn at

high levels. You must take responsibility to ensure that

all students learn.


Restructure vs.

Reculture


“If you intend to introduce a change that is incompatible with the organization’s culture, you have only three choices: modify the change to be more in line with the existing culture, alter the culture to be in line with the proposed change, or prepare to fail.”

—David Salisbury & Daryl Conner


A Candid Mission Statement

It is our mission to help kids learn if they are conscientious, responsible, attentive, developmentally ready, fluent in English, and come from homes with concerned parents who take an interest in their education.



Our mission is to create a school with an unrelenting focus on learning; failure is not an option. But, ultimately, it will be the responsibility of the student and his or her parents to take advantage of the opportunities for learning.



Our mission is to take credit for the accomplishments of our highest achieving students and to assign blame for low performance to others.



It is our mission to ensure the comfort and convenience of the adults in our organization.

In order to promote this mission, we place a higher value on individual autonomy than we do on ensuring that all students learn.

We will avoid any change or conversation that might create anxiety or discomfort or infringe on individual autonomy.


Creating a PLC Foundation: Current Reality and Steps to Success

Discuss your current reality.

Activity



Does your staff believe all students can learn at high levels?

Does your staff accept responsibility to ensure that all students learn?

Essential Questions


1. Focus on Learning

2. Collaborative Culture

3. Focus on Results



Why collaborate?


“We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate a collaborative culture through the development of high-performing teams!”

—DuFour, DuFour, & Eaker


“Improving schools require collaborative cultures…. Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve.”

—Michael Fullan


“Creating a collaborative culture is the single most important factor for successful school improvement initiatives and the first order of business for those seeking to enhance the effectiveness of their schools.”

—Eastwood & Lewis


Collaborate about what?


“Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things, they may end up being powerfully wrong.”

—Michael Fullan


Collaboration – A Natural Act?


1. What do we expect students to learn?

2. How will we know when they have learned it?

3. How will we respond when they don’t?

In a PLC, Collaborative Teams Focus on Three Key Questions


1. What do we expect students to learn?

2. How will we know when they have learned it?

3. How will we respond when they don’t?

In a PLC, Collaborative Teams Focus on Three Key Questions


1. Endurance

2. Leverage

3. Prepare for the next level

—Douglas Reeves

Criteria for Selecting Essential Standards



But we already have state standards….



Do you have frequent, collaborative time embedded in your professional day?

Have you clearly defined what all students should learn?

Essential Questions


When making critical decisions about teaching and learning, PLC teams engage in collective inquiry to continually learn about best practices. Teams do not make decisions merely by sharing experiences or averaging opinions, but instead by building shared knowledge through learning together. This collaborative learning enables team members to develop new skills to better meet the learning needs of their students.

Collective Inquiry and Shared Knowledge


“Ultimately there are two kinds of schools: learning-enriched schools and learning-impoverished schools. I have yet to see a school where the learning curves... of the adults were steep upward and those of the students were not. Teachers and students go hand in hand as learners… or they don’t go at all.”

—Roland Barth (2001), p. 23

Collective Inquiry and Shared Knowledge


Does your collaboration time impact professional practice?

Are learning decisions made after creating shared knowledge?


1. Focus on learning

2. Collaborative culture

3. Focus on results



“We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, schools, and districts seek relevant data and information and use that informa-tion to promote continuous improvement.”

—DuFour, DuFour, & Eaker

Big Idea 3: Focus on Results


To guide our intervention program, common assessment information must tell us

1. Which students did or did not master specific essential standards

2. Which instructional practices did or did not work


Big Idea 3: Focus on Results

To guide your site interventions, you need timely and frequent information

– on your students’ achievement– in meeting an agreed-upon standard(s)– on a valid assessment– in comparison to others

—DuFour, DuFour & Eaker


School Performance Report

Far Below Basic

Below Basic Basic Proficient Advanced

0.00% 0.00% 6.67% 13.33% 80.00%


Classroom Performance Summary Report

Student Name Num. Correct

Perc. Correct

Student 1 30 100%

Student 2 29 96%

Student 3 13 43%

Student 4 30 100%

Student 5 19 63%

Student 6 30 100%

Student 7 27 90%

Student 8 28 93%

Student 9 25 83%

Student 10 25 83%

Average: 26.2 87%


Classroom Standards Report

Student Name Num.Correct

Perc.Correct

LS2.d

LS2.c

LS2.a

LS2.b

LS2.e

Student 1 30 100% 100% 100% 100% 100% 100%

Student 2 29 96% 100% 67% 100% 100% 100%

Student 3 13 43% 33% 0% 100% 100% 100%

Student 4 30 100% 100% 100% 100% 100% 100%

Student 5 19 63% 33% 33% 100% 100% 100%

Student 6 30 100% 100% 100% 100% 100% 100%

Student 7 27 90% 100% 100% 100% 100% 100%

Student 8 28 93% 67% 67% 100% 100% 100%

Student 9 25 83% 67% 100% 100% 100% 100%

Student 10 25 83% 100% 33% 100% 100% 100%

Averages: 26.2 87% 82% 78% 100% 97% 100%


Classroom Teacher Report

Teacher A Teacher B Teacher C Teacher D Teacher E

LS 2.d 82% 89% 90% 90% 79% 86%

LS 2.c 100% 75% 80% 82% 71% 82%

LS 2.a 100% 100% 100% 100% 73% 95%

LS 2.b 97% 93% 96% 100% 82% 94%

LS 2.e 100% 83% 86% 91% 80% 88%

ClassAverages:

96% 91% 90% 88% 77% 89%






141 141 141

Identify the 8-10 big ideas per semester

Teamwork before and after common assessments

Examine school data and establish SMART goals

Create a road map of CAs and targets

Establish team norms for collaboration

Monitor progress on SMART goals

Identify the targets of the assessments

Design formative and summative assessments

Monitor for learning of individual and collective results

Tally and review common assessment results

Create a plan for appropriate interventions

Assess again— monitoring for results

Instruction and ongoing assessment

Repeat intervention loop as needed

Instruction and ongoing assessment

Revise curriculum, instruction and assessments as needed

Process for Common Assessments



Do you have frequent, common formative assessments to measure student learning and to target interventions?

Essential Question


1. Turn aspirations into action.

2. Refuse to tolerate inaction.

3. Experiment: Develop and test hypothesis aimed at improvement.

—DuFour & Eaker, Professional Learning Communities at Work (1998)

Action Orientation & Experimentation


All collaborative learning, planning, and goal-setting is useless until put into action. Unless staff members are willing to try new things, improvement in student learning is impossible.

Action Orientation & Experimentation


PLC and RTI Connection

When comparing the essential characteristics of being a PLC and the fundamental elements of RTI, one can see that these two powerful processes are not merely similar, but perfectly aligned to support the same outcomes.


PLCs and RTI

PLCs

Focus on Results(How do we know if our students are learning?)

RTI

Universal Screening & Progress Monitoring


RTI

Effective Core Program & Researched-Based

Instructional Practices

PLCs

Collective Inquiry

PLCs and RTI


RTI

Universal Screening & Progress Monitoring

PLCs

Focus on Results

(How do we know if our students are learning?)

PLCs and RTI


RTI

Systematic Intervention Program

PLCs

How will we respond when students don’t learn?

PLCs and RTI


RTI

Decision Protocols

PLCs

Action Experimentation

PLCs and RTI


This point is absolutely critical:

Implementing RTI effectively is not possible and should not be pursued until a school effectively implements the three “Big Ideas” of being a PLC.


Creating a PLC Foundation:

Current Reality and Steps to Success

Discuss and determine “first steps.”

Activity




What do we expect them to learn? How will we know when they have

learned it? How will we respond when they

don’t learn?

If We Believe All Kids Can Learn



“Don’t tell me you believe ‘all kids can learn’… tell me what you’re doing about the kids who aren’t learning.”

Richard DuFour


If a site builds a POI with ineffective interventions, the result will be an assurance that all students will have equal access to poor practices and designed failure.


What are your current interventions?What are you doing for your students

who are not learning?

Post-It Activity


We assume that long-standing, traditional practices are “best” practices!


• Up to each teacher

• Remedial classes

• Summer school

• Special education

• Retention

• Nothing

Traditional Interventions


Learning CPR


Urgent, life-saving process Directive Timely Targeted Administered by trained professionals Systematic

CPR: Cardio-Pulmonary Resuscitation


Characteristics of an Effective Intervention Program

Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic





Do we have a sense of urgency when implementing interventions?

Urgent



UrgentResearch based Directive Timely Targeted Administered by trained professionals Systematic


Scientifically Research Based

vs.

Research Based


Interventions

Scientific, research-based interventions

– “Research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.” (NCLB)

systematic, empirical, rigorous analysis of data, reliable and valid data, random assignment to groups

Florida Center for Reading Research (www.fcrr.org)



Urgent Research basedDirective Timely Targeted Administered by trained professionals Systematic


Are targeted students required to attend or participate?

Directive



Urgent Research based Directive

Timely Targeted Administered by trained professionals Systematic


Timely

Extended time to learn essential

standards

Timely school response when

students don’t learn


Timely


standards




“Formula for Learning”

TI + T = LTargeted Instruction + Time = Learning

Extended Time to Learn Essential Standards



Constant + Constant = Variable

Traditional Schools



Variable + Variable = Constant

PLC Schools


Timely


standards




How often are students identified for this program?

How often do we evaluate progress?

Does this intervention provide extended learning time and multiple opportunities for students to demonstrate mastery?

Timely





Identify students for interventions based upon the cause of their struggles, not by the symptoms.

Pearl …


Targeted

Students who don’t do their work

Students who lack the skills to do their work


Targeted

Intentional

non-learner

Failedlearner


• Make them do the work!

• Care more about them doing the work than they care not to do it.

• Need a “tight,” timely process of accountability, more than highly trained teachers.

Interventions for Intentional Non-Learners


• Provide additional time and practice.

• Fill learning gaps (prerequisite skills).

• Provide “different” instruction.

Interventions for Failed Learners


Students can be both intentional non-learners

and failed learners.


What is the intervention’s intended outcome?

Does it provide differentiated, research-based instruction?

Which students should be selected for participation (intentional non-learners or failed learners)?

Targeted





Who will teach or otherwise implement this intervention?

Do our instructors have the training and resources necessary for success?

Administered by Trained Professionals



Urgent Research based Directive Timely Targeted Administered by trained professionalsSystematic


Systematic Response

Schools systematically identify, monitor, and revise individual student intervention needs every 3–4 weeks.

Interventions are part of a system that ensures, no matter to which teacher a student is assigned, the same thing happens when they don’t learn.


Why a Pyramid?

Creating a Tiered Approach to Interventions


All

Some

Few

RTIContinuum of

Support for ALL


Interventions

Tier 1– All students are screened to find students at-risk

(universal screening).– All students receive core program which includes

differentiated instruction.– Responsive students remain in Tier 1.– Unresponsive students move to Tier 2.


Interventions

Tier 2– Creative, flexible scheduling creates sufficient

time for small-group instruction.– Personnel are used creatively. – Thirty minutes of additional time and support,

3–4 times per week.– Progress is monitored more frequently than

in Tier 1.– Responsive students return to Tier 2.– Unresponsive students move to Tier 3.


Tier II


Interventions

Tier 3– It is more intensive, with frequent individualized

intervention.– Interventions are highly targeted, prescriptive–

diagnostic, and focused on causes not symptoms.– Actual interventions may be the same as in Tier 2,

but are more frequent and longer in duration.– Progress is monitored even more frequently than

in Tier 2.


Interventions

Interventions become more intensive by: Increasing the frequency (5 times/week

rather than 3 times/week) Increasing the duration (50 minutes rather

than 30 minutes) Decreasing the pupil–teacher ratio


High Levels of Learning

Well Prepared Severely At-Risk

Core Instruction Supplemental Help Intensive Support


Tier 1:

Core Program

Tier 2:

Supplemental Interventions

Tier 3:

Intensive Interventions


Tier 1:

Core Program

Tier 2:


Tier 3:



Tier 1:

Core Program

Tier 2:


Tier 3:



Tier 1:

Core Program

Tier 2:


Tier 3:


At Risk

Responsive

Unresponsive

Unresponsive

Responsive

Consideration of Special Education Placement


Academic Systems Behavioral Systems

1-5%

Tier 3: Intensive, Individual Interventions• Individual students• Assessment-based• High intensity• Of longer duration

1-5%

Tier 3: Intensive, Individual Interventions• Individual students• Assessment-based• Intense, durable procedures

5-10%Tier 2: Targeted Group Interventions•Some students (at-risk)• High efficiency• Rapid response

5-10% Tier 2: Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

80-90%Tier 1: Universal Interventions•All students•Preventive, proactive

80-90% Tier 1: Universal Interventions• All settings, all students• Preventive, proactive

Three-Tiered Modelof School Supports

Students


Learning for All

“Response to Intervention offers the best opportunity in the past 3 decades to ensure that every child, no matter how gifted or challenged, will be equally valued in an education system where the progress of every child is monitored and individualized interventions with appropriate levels of intensity are provided to students as needed.”

—East (2007)


Activity:Starting to Create a PRTI

Targeting Interventions




Tomorrow’s Schedule


Thank You!


Documents

Pyramid Response to Intervention Day 1. Pyramid Response to Intervention Capistrano Unified School District