Response-to-Intervention: Building Your System Estacada School District Nov 10, 2010

Response-to-Intervention:Building Your System

Estacada School DistrictNov 10, 2010

Talk to a Neighbor

When you found out you were coming to a presentation on RTI today, what

did you think you would learn or what were you hoping to learn?

Core RTI Principles

• We can effectively teach all children• Intervene early• Use a multi-tier model of service delivery• Use a problem-solving method to make decisions within a

multi-tier model• Use research-based, scientifically validated

interventions/instruction to the extent available• Monitor student progress to inform instruction• Use data to make decisions• Use assessment for 3 different purposes

– Screening, diagnostic, progress monitoringNASDSE, 2006

RTI Misconception: What it is and what it’s notIs Not Is

An instructional program A framework to implement effective practices

A group of students that leaves your room for extra instruction

A system of matching resources to each individuals student’s needs

Possible to implement alone A collaborative effort

The same for every school Uniquely designed for each building

A special ed, a general ed, a Title 1, a Talented and Gifted initiative

An “Every” Education Initiative

An educational fad A systematic method for delivering instruction, based on research and effective large scale implementation examples including Minneapolis Public Schools, Heartland AEA (Iowa), Ohio, and Pennsylvania

Why does RTI matter for teachers?

Reading Is Not Optional

Kindergarten Fourth grade Behavior Problems Low graduation rates

Developmental lag Skill deficit

Days and Weeks Matter

We can’t wait for them to “bloom?”

vs.

Good reading builds reading AND cognitive skills!

Days and Weeks Matter

Reading instruction changes the brain

Differences Learning to ReadEstimates from NICHD Research

Population %

Journey to Reading Instructional Requirements

5 Easy: children read before starting school

Need no formal decoding instruction

35 Relatively Easy Learn to read regardless of instructional approach

40 Formidable Challenge Need systematic and explicit instruction

20 One of the most difficult tasks to be mastered in school

Need intensive, systematic, direct, explicit instruction

Pre-referral team (CARES)reviews what teacher

has tried

Jessie participates in the general curriculum

Jessie isn’t doing well

Teacher tries again

Resumesregular

program

Jessiedoesn’t

improve

Jessieimproves

Teacher’s effort is deemed sufficient

Special Education referral is initiated by the teacher

Jessie’s teacher does his best to differentiate instruction and keeps

anecdotal data

The

pre referral/discrepancy

approach

Teacher is told to try again

Jessie is tested, usually by special education personnel, using IQ, achievement, and other tests

In The Past

GeneralEducation

Title Reading or

Other Reading Support

Special Education

Some “Fell’”Through


Heartland Educational Agency

Daisy participates in the general curriculum with

strong instruction

Screening data showsDaisy isn’t doing well Second Group

Intervention

EBIS Team designs individualized intervention

Resumesgeneralprogram

Daisydoesn’t

improve

Daisyimproves

Daisydoesn’t

improve

Daisyimproves

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

Special Education referral is initiated

Team reviews screening data and places Daisy in group intervention

Parents Notified

How RTI Works from a Student’s Perspective

In The Past

GeneralEducation

Title Reading or

Other Reading Support

Special Education



Heartland Educational Agency

RTI: Full Continuum of Support

GeneralEducation

Title Reading & Reading Support,

Gifted Ed.

Special Education,Gifted Ed.IIIIIIII

all along the continuum!I =Heartland Educational Agency

RTI focus is on General Education!

• Teachers don’t fail students, systems do.• RTI is a system for differentiation of

instruction!• RTI is a system that is predicated on the

general education teachers’ skill and knowledge of instruction, assessment, curriculum, and children.

Nuts and Bolts: System Requirements

Leadership at all levels Teaming Use of a research based core reading curriculum Universal screening Implementation of research based interventions Progress monitoring Decision Rules Policy and procedure development (standardization) Professional development including fidelity of

implementation.

#1 Leadership

District LevelStrong administrative support to ensure commitment and resources

AND

School Level

Strong teacher support to share in the common goal of improving instruction

#2 Teaming

Collaboration is the key: Membership might include…

PrincipalClassroom TeachersSpecialistsSchool CounselorSchool Psychologist

The Team is only as strong as the least invested member

#3 Research-Based CORE Program

RTI is predicated on effective, research-based programs

that include the BIG 5 components of reading:

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Phonics

Fluency

Phonemic AwarenessComprhensionVocabulary

Delivered for 90 minutes daily for all students!

Effective core instruction is the most important thing you can

do in RTI.

Tier 1 is for all students

How’s your herd?

Strong core instruction

Weak core instruction

How does it help a struggling reader to be in core?

• They need the most instruction• Need to be exposed to grade level

material• If they miss grade level material,

they will never catch up• Just because there is a deficit in

one area, does not mean there is a deficit in all areas of reading

• Interventions are limited in scope

Fidelity to the core

Worksheets Fidelity

Why is fidelity important?

• Comprehensive program that incorporates all components of reading• Students have the opportunity to make

connections• Students read text that supports vocabulary,

phonics, and comprehension lessons• The whole school has a common language,

common goal, and common tools

Fidelity to the core

•The BIG 5•The scope and sequence•State standards

Big 5 of Reading

•Phonemic Awareness •Phonics•Fluency•Vocabulary•Comprehension

Scope and sequence

Scope and sequence

• We want to be sure that we know what has and what will be taught.

• Mastery of skills looks different at all levels• Repeated opportunities to learn

• We must complete the year to complete the “race”

Scope and sequence

Summarize

• K Unit 4Week 1, U4W2, U4W3, U7W1, U7W2, U7W3• 1 U1W1, U1W2, U1W3, U4W4, U4W5, U6W4, U6W5• 2 U1W3, U1W4, U1W5, U2W1, U2W2, U2W3, U5W1,

U5W3, U5W4, U5W5• 3 U1W3, U1W4, U2W3, U2W5, U5W1, U5W5• 4 U1W2, U1W3, U3W3, U3W4• 5 U2W2, U2W3, U2W4, U6W1, U6W5• 6 U2W4, U2W5, U6W3, U6W5

• (Example from one Oregon approved core)

State Standards

Who ensures fidelity?

• District must decide on the key points of the core curriculum

• Fidelity checklist should provide clarity to teachers

Curriculum specific fidelity checklists

Non-curriculum specific fidelity checklists

Who ensures fidelity?

• District must decide who is responsible to check– Principal– Literacy coach

• Fidelity checks should occur regularly – two to three times a year– 10 minutes each class

#4 Universal Screening Universal screening for ALL students at least three times per

year Procedures must identify which students are proficient (80%)

and which are deficient (20%). Good screening measures:

Are not intended to measure everything about a student, but provide an efficient an unbiased way to identify students who will need additional support (Tier 2 or Tier 3)

Help you assess the overall health of your Core program (Are 80% of your students at benchmark/proficiency?)

Why Use Fluency Measures for Screening?

• Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001)

• We always examine fluency AND accuracy

• Without examining accuracy scores, we are missing a BIG piece of the picture

• Students MUST be accurate with any skill before they are fluent.

Oral reading fluency (ORF) does not tell you everything about a student’s reading skill, but a child who cannot read fluently cannot

fully comprehend written text and will need additional support.

#5 Interventions– Must be designed to match identified needs (based on data)

– Almost always given in small groups (Not necessarily 1:1)

– On-going data determines need to continue, discontinue, or

change curriculum, instruction, and/or assessment

– Is in addition to and aligns with the district core curriculum

– Does NOT replace core

– Uses more explicit instruction

– Provides more intensity

• Additional modeling and guided feedback

• Immediacy of feedback

Interventions

• Students pulled out for interventions may be “missing” something else…

BUT• If a student can’t read, how much are they already

missing in the classroom?“No one seems to notice that it is only during that single period each day [intervention time] that the struggling readers are provided with texts and lessons that theory and research support. The other 5 hours each day are largely comprised of texts and lessons that are over their heads.”

Richard Allington

#6 Progress MonitoringWhich students:

– All receiving intervention

– Borderline scores or performance-as resources allow

Tools Must Be:• Brief• Valid • Reliable• Repeatable• Easy to Administer

Frequency:• Every 2 weeks (minimum)• Every week (ideal)

Are the children learning? How can we tell?

#7 Decision Rules• Provide the “now what” after teams have

analyzed student data• Guide decisions for all tiers• Take the guesswork out of “what to do next”• Ensure equity across schools

I think… I feel… I believe

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

10

20

30

40

Dec.S cores

Feb.S cores

J an.S cores

Marc hS cores

AprilS cores

MayS cores

J uneS cores

60

50

Aimline

Decision Rule Example: 4 Points Below the Goal Line

Ora

l Rea

ding

Flu

ency

Add 15 minutes to intervention

Reduce group size to 3 students

#8 Policy and Procedure Development (Standardization)

Districts must adopt common procedures for doing this work:

Decision RulesFormsSPED Procedures

Think of RTI as a standardized

testStudents should be

identified similarly from school to

school

# 9 Professional Development and Fidelity

Content:– Core curriculum &

instruction – Assessment– Interventions– Teaming– Data-based decision

making– SPED 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 performance

Data ALSO used to drive professional development needs

Professional DevelopmentLeadershipData based teaming

Universal Screener

Decision Rules and protocolProgress Monitoring

Core Curriculum with strong instruction

Interventions

Benefits of an RTI System

RTI will help you to: – Know immediately, “Is what we are doing working?” – Know which students need more/different– Know what each student needs– Provide structures to deliver what students need– Reduce rates of identification of student learning disabilities– Prevent reading problems before they occur– Raise student achievement

– Heartland Educational Agency

Tigard-Tualatin School District OAKS Reading Proficiency

2005-2006 2006-2007 2007-2008 2008-2009 2009-20100

20

40

60

80

100

83.1 80.8 78.8 82.4 83.975.6 73.6 73.6 76.1 77.1

Reading

TTSD total popOR total pop

2005-2006 2006-2007 2007-2008 2008-2009 2009-20100

20

40

60

80

100

82.176.4 77.3 78.3 80.8

73.768.2 70.3 72.2 74.1

Math

TTSD total popOR total pop

Tigard-Tualatin School District OAKS Math Proficiency

A Tale of Two Districts

District 1: RTI for 4-5 years District 2: Non RTI

Small, rural school district Small, rural school district

350 elementary students(PK-5)

470 elementary students(PK-5)

Title 1 services Title 1 services

31% students on Free and Reduced Lunch

19% students on Free and Reduced Lunch

A Tale of Two DistrictsDistrict 1: RTI

2005-2006 2006-2007 2007-2008 2008-20090

20

40

60

80

100

5162

8679

36 32

51913

6 8 2

BenchmarkStrategicIntensive

3rd Grade ORF

A Tale of Two DistrictsDistrict 2: Non RTI

2005-2006 2006-2007 2007-2008 2008-20090

20

40

60

80

100

6251 52 49

22

41 41 37

148 7

13

BenchmarkStrategicIntensive

3rd Grade ORF

RTI District:3rd Grade ITBS Reading Comprehension

2005-2006 2006-2007 2007-20080

10

20

30

40

50

60

70

80

90

100

8296 90

74 77 75

District Proficient and AboveIA Proficient and Above

Shared Responsibility

• Teacher– “RTI really advocates for the student. The data really needs

to be gathered and assessed. Are the child’s academic needs really being met? Are they making progress? If not, what is the problem and what instructional strategies need to be changed? It seems that the child’s issues becomes one of the team’s and not solely the responsibility of the classroom teacher. Also, in many cases I am sure, some individual students just need some intervention to be successful and NOT special education!”

– Nancy Greene, 2nd grade teacher

Shared Responsibility

• Teacher– “RTI is designed to help target a specific deficit in a

student’s learning and through collaboration with others design a plan to meet that particular need. This has helped to improve my teaching.”

– Jeff Kelley, 4th grader teacher

The Process is Ongoing and Long-Term

Adapted from

CONSENSUS

http://www.aea11.k12.ia.us/

http://www.aea11.k12.ia.us/

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

CHANGE

+ +

++


Vision Skills


CONFUSION

+ +

++

Vision Skills


ANXIETY

+ +

++


Vision Skills


RESISTANCE

+ +

++


Vision Skills


FRUSTRATION

+ +

++


Vision Skills


FALSE STARTS

+ +

++


The Process is Ongoing and Long-Term

Oregon RTI Project – www.oregonrti.orgJon Potter – [email protected]

Documents

Response-to-Intervention: Building Your System Estacada School District Nov 10, 2010