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Response to Intervention
Why care about RtI?
Reason 1 Schools are about the business of teaching
students skills To be life-long learners To lead productive adult lives
Why care about RtI?
Reason 2 NCLB: all students must demonstrate proficiency
on math and English language arts by the end of the 2013-2014 school year
RtI reasearch indicates that 94-98% of all students can meet grade level benchmarks when provided with appropriate general education intervention
Why care about RtI?
Reason 3 RtI supports quality implementation of special
education via Special education being part of a district’s overall
intervention process Assistance with child find Alternative approach to SLD identification
May reduce the need for traditional standardized testing May assist in timely ID of suspected disability May assist in adverse impact determinations
Progress monitoring and problem solving strategies
What is RTI?
A tiered model that is used in place of the established discrepancy model for determining interventions for students struggling in school
It is a model that relies on data-based decision making CBM provides a portion of the data needed to
change instruction and intervention Identifying and providing high quality
instruction and research-based interventions matched to student needs
What is RTI
A district-wide process All buildings/grade levels will participate in the
process Identifies students
Not achieving to benchmark standards And/or whose behavior is affecting educational
performance Uses a problem solving framework to address
learning needs
RtI Core Principles
Commit to effectively teaching all children Intervene early Support learning with a systematic multi-tier
service delivery model Use a problem-solving model to make
instructional/intervention decisions Use scientific, research-based interventions Monitor student progress to inform instruction Use data to make decisions Use assessment for three different purposes
RTI Core Principles and Components
If we do this: Use research-based, scientifically validated tiers of
instruction and intervention Scientifically based screening and progress
monitoring to inform instruction and intervention Use of data in the decision making process
We can get this: Prevention and Early Intervention Problem solving is building a better support system
for general education Every student is everyone’s responsibility
RTI Tiers
Tier 215%
Tier 180%
Tier 35%
Tier 1 Students with no supplemental interventions needed All students in all settings Preventive and Proactive
Tier 2 Students who are at-risk and need supplemental
interventions Generally small group instruction with additional or
different curricula Some students High efficiency, rapid response
Tier 3 Students who are highly at risk and need intensive
interventions Generally one-on-one instruction Can be, but not necessarily special education students Assessment-based, high intensity Generally of a longer duration
We've started the intervention, what’s next?
Stay the course If a student is successful, keep them in program as it
is
If you think the student is ready to transition back to Tier 1 only services, gradually reduce the intervention and closely monitor their progress If the student begins to have trouble again, go back
to what was working If they are doing well with no additional intervention
services needed let them go back to Tier 1 only
RTI
Requires schools to use research-based curricula and intervention strategies at all levels Be warned- many curriculums will call themselves
research-based, but in fact are not
Which research is good?
Research conducted with a wide variety of ages, SES groups, states, students with varying ability levels
Studies that compare two or more programs at once
Multiple studies Just one study is not enough
Large sample size The more students in the study the better
RTI is the Problem Solving Model
Steps in the Model What is the problem? Why does the problem exist? What should be done to address the problem? Did the intervention work, and what’s next?
Problem Solving Model
Problem IdentificationIs there a problem? What is it?Is there a problem? What is it?
Problem AnalysisWhy is it happening?Why is it happening?
Plan DevelopmentWhat shall we do about it?What shall we do about it?
Plan EvaluationDid Our Plan Work?
RTI decision-making model (Problem-Solving Model)
CBM is a tool for making the following decisions: Problem Identification
Is the difference between what is expected in the general education curriculum and how the student performs large enough to warrant further assessment?
Problem Certification How severe is the problem?
Exploring Solutions What are the goals for the intervention? What is the content of the intervention? What is the process of the intervention?
Evaluating Solutions Is the student attaining the established goals? If not, does the intervention require modification?
Problem Solution Is the discrepancy still significant or can resources be reduced?
Problem-Solving Model dictates specific information to collect at each step
Problem-Solving Decision
Measurement activity Specific Task
Problem Identification
Observe student differences between expected and actual performance
Peer-referenced or criterion referenced comparison
Problem Certification
Describe the magnitude of the difference between actual and expected performance
Survey Level Assessment (SLA)
Exploring Solutions Determine options for annual goals
Write annual goal based on SLA
Evaluating Solutions
Monitor intervention implementation & changes in student performance
Collect progress monitoring data & compare with aimline
Problem Solution Observe student difference between expected and actual performance
Repeat peer-referenced comparison and SLA
Tenets of the Problem-Solving Model and Response to Intervention (RTI)
Learning occurs as an interaction between the student and the environment
Problems are defined as a discrepancy between what is expected and what is occurring
All children will make progress with quality instruction
Because the outcomes of typically effective interventions cannot be predicted with certainty, we must measure progress & outcomes
Our job, as educational personnel, is to solve educational problems that students experience in schools.
Instructional Intervention Plan
Instructional Procedures: Skills to be taught & teaching strategies (i.e. phonemic awareness,
phonics, fluency, vocabulary, comprehension). Materials used
Workbook, Accelerated Reader, Picture cards, etc. Arrangements
Small group vs. 1:1 teaching etc. Time
Time allotted for skill instruction (i.e. 15 minutes) Motivational Strategies
Praise, rewards, grades, etc.
Instructional Procedures Materials Arrangements Time Motivational Strategies
Focus/Skill I Teaching Strategy
Instructional Intervention Plan
Student Name: Teacher Name: Goal:
Interventions
Interventions must be implemented similarly to the way they were in research If we deviate from the methods used in research we
are not doing the same intervention, thus they are no longer research based
Interventions must be in place for 6-8 weeks before efficacy can be evaluated Shorter periods of time cannot truly show change in
a valid and reliable way
Big Changes
No Child Left Behind IDEIA Reauthorization 2004 Illinois Rules and Regulations President’s Commission on Special
Education Excellence This gives us the opportunity to make
significant changes in how we help our students!
IDEIA 2004
“the local education agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability”
“may use a process which determines if a child responds to scientific, research-based interventions”
If we suspect a student has a learning disability we have to consider, along with data, that the child was provided appropriate high-quality, research based intervention in general education settings
We must rule out lack of scientifically based instruction in Reading and Math, and lack of English proficiency
CBM
CBM stands for Curriculum Based Measurement
It is a way to monitor students and get them the help they need as they need it
Is applicable in all academic areas and behavior
Problems with Most Traditional Assessments:
Too long Too complicated Too infrequent Too hard to interpret Too insensitive to progress Too different from curriculum materials Too vague for informing instruction And likely out of touch with IDEIA 2004
Characteristics of Curriculum-Based Measures
Short Simple Frequent Easy to interpret Sensitive to progress From your curriculum materials Informs instructional decision making Aligns with the IDEIA 2004 assessment
requirements
History of Curriculum-Based Measurement (Deno, 2003)
The developers of CBM sought to establish a measurement system that: teachers could use efficiently would produce accurate, meaningful information
that would easily measure progress could answer questions about program
effectiveness would inform instructional decisions
CBM Critical Features
CBM is distinctive from curriculum-based assessment Standardized and highly prescriptive
Reliable and Valid scores Alternative forms of equal difficulty
Samples the year-long curriculum Repeated measurement on a single task
Changes in performance on this task are then interpreted to reflect change in a student’s proficiency
“Big Ideas” about CBM
CBM are simple, efficient, valid tools for decision making in the basic skills areas
CBM are dynamic indicators of basic skills Dynamic: Is sensitive to change over time Indicators: General outcome measures Basic Skills: Focus on basic skills because these are the
most predictive of general academic achievement (e.g., reading, math, written expression, and spelling)
Basic Curriculum-Based Measures
Academic Area Task & Administration Time
Scoring Units
Reading Oral reading from passage for 1 minute
# of Words Read Correct
# of Errors
Math Completion of computational problems for 2-5 minutes
# of Correct Digits
# Correct Problems
Written Expression Writing a story given a story starter for 3 minutes
# of Words Written
# of Correct Writing Sequences
Spelling Writing spelling words dictated every 5 seconds for 2 minutes
# of Correct Letter Sequences
# of Words Spelled Correctly
CBM is like a thermometer
What CBM can tell us about academic “health” If we have a reading “problem”
worth watching
If we have a serious “problem”
It gives us a goal for our intervention
If our intervention is effective
If our intervention is successful
End of year first grade student reading 30 Words Read Correct (WRC) Per Minute
End of year first grade student reading 10 WRC Per Minute
End of year first grade student reading 50 WRC Per Minute
First grade student’s reading is going up 2 words per week
Reading level is within “normal” range
Rationale for Using CBM Strong Research Base - Over 30 years of CBM
research has demonstrated that when teachers use CBM for instructional decision making: Students learn more Teacher decision making improves Students are more aware of their performance
Teachers can write legally defensible IEP goals (Yell & Stecker, 2003)
Aligned with IDEIA and RTI
CBM AND PROGESS MONITORING
District Wide
Use benchmarks to monitor all students
3 times a year-fall, winter, and spring
Identify students at-risk Classroom
Monitor students who are at-risk.
CBM progress monitoring procedures
Define the annual goal in measurable terms (Words read correct per minute)
Draw a goal line connecting the student’s initial performance to the end-of-year goal to illustrate the rate of progress by which the teacher expects the student to achieve.
Frequently administer CBM probes (2x per week, weekly, biweekly)
Plot the scores and apply standard decision-making rules to the graphed data.
When the student’s actual rate of progress is not as rapid as the anticipated rate of progress, the teacher implements an intervention likely to enhance student achievement
Progress Monitoring Graph
Reasons for Progress Monitoring
Progress monitoring is conducted frequently and is designed to: Estimate rates of student improvement Identify students who are not demonstrating adequate
progress Compare the efficacy of different forms of instruction,
and design more effective, individualized instructional programs for learners
CBM is formative – it informs instructional decisions
Reasons for using CBM to Write Goals
Measures performance and progress in the general curriculum (IDEIA 2004)
Produces ambitious, specific measurable goals (IDEIA 2004)
Allows for both summative and formative evaluation (IDEIA 2004)
Allows for frequent reports to parents that are easily understood (IDEIA 2004)
Decision-rules for making changes when students are unexpectedly not making progress (IDEIA 2004)
CBM procedures have been validated for use in writing observable and measurable goals and making statements about student’s progress in the general curriculum
Research Approved Curricula- Reading
REWARDS Approved for Grades 4-12 Most appropriate for Tier 2 or 3 www.rewardsreading.com
Collaborative Strategic Reading Approved as Tier 1 for Grades 3-6 Approved as Tier 2 for Grades 7-12 http://www.sopriswest.com
Research Approved Curricula- Reading Cont.
Vocabulary Through Morphemes Approved for Grades 4-8 Best for Tier 2 www.sopriswest.com
Six Minute Solution Approved for Grades K – 9 Most appropriate for Tier 2 or 3 www.sopriswest.com
Research Approved Curricula- Math
I CAN Learn® Pre-Algebra and Algebra Approved for Grades 6-12 Can be Tier 2 or Tier 3 http://www.icanlearn.com/courseware/k12/
algebra.asp?src=content Saxon Middle School Math
Approved for Grades K through 12 Can be Tier 1 or 2 http://saxonpublishers.harcourtachieve.com/en-US/
saxonmath_intermediate
CBM Materials & Resources
What Works Clearing House www.whatworks.ed.gov
Aimsweb / Edformation www.aimsweb.com
DIBELS www.dibels.uoregon.edu
INTERVENTIONS www.interventioncentral.org
Additional Resources
PBIS Behavior Supports www.pbis.org
Institute for Academic Success www.academicaccess.org
Matching interventions to students www.isteep.com
RtI Resources www.ed.sc.edw/caw/toolbox.html
More Resources National Center on Student Progress
Monitoring www.studentprogress.org
Consortium on Reading Excellence www.corelearn.com
Florida Center for Reading Research www.fcrr.org
Oregon Reading First Center www.reading.uoregon.edu
Texas Center for Reading and Language Arts www.texasreading.org