RtI: Response to RtI: Response to Intervention: A PrimerIntervention: A Primer

ETM/ESOL Conference

June 25, 2009

Mary Cashdollar

Kathleen Wallis, Ed. D

Objectives of the SessionObjectives of the Session• Develop a global understanding of RtI Develop a global understanding of RtI

(Response to Intervention)(Response to Intervention)

• Learn about Maryland’s Response: A Learn about Maryland’s Response: A Tiered Instructional Approach Tiered Instructional Approach

• Examine how RTI relates to CCPS Core Examine how RTI relates to CCPS Core Values and current practicesValues and current practices

• Share Future Direction of RtI in CCPSShare Future Direction of RtI in CCPS

IntroductionIntroduction

• What is RtI or Response to What is RtI or Response to Intervention?Intervention?

• RtI and federal regulationsRtI and federal regulations

What is RtI: MSDE What is RtI: MSDE FrameworkFramework

Maryland’s RTI framework states, Maryland’s RTI framework states,

““The response to intervention process is a The response to intervention process is a systematic school-wide multi-tieredsystematic school-wide multi-tiered approach that when implemented with approach that when implemented with fidelity fidelity fosters prevention fosters prevention of of academicacademic and and behavioral difficultiesbehavioral difficulties while while providing interventionsproviding interventions at at increasing increasing levels of intensitylevels of intensity matched to the matched to the academic and behavioral needs of academic and behavioral needs of students.”students.”

www.marylandpublicschools.org/NR/rdonlyres/FCB60C1D-6CC2-4270-BDAA-www.marylandpublicschools.org/NR/rdonlyres/FCB60C1D-6CC2-4270-BDAA-153D67247324/17125/Tiered_Instructional_ApproachRtI_June2009.pdf153D67247324/17125/Tiered_Instructional_ApproachRtI_June2009.pdf

Review of Federal Review of Federal Regulation Regulation

Concerning RtIConcerning RtIIDEA: PL 108-446IDEA: PL 108-446• 300.307 (a) (3) Must 300.307 (a) (3) Must permitpermit the use the use

of a process that determines if the of a process that determines if the child responds to scientific, research-child responds to scientific, research-based intervention as a part of the based intervention as a part of the evaluation proceduresevaluation procedures– Schools no longerSchools no longer required required to use to use

discrepancy model (waiting for failure) discrepancy model (waiting for failure) for determining LDfor determining LD

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

Circa 1996

RtI Application Examples

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special

educator, reading specialist, Title I, school psychologist, etc.

General educator, special educator, behavior specialist, Title I, school

psychologist, etc.

UNIVERSAL SCREENING

Curriculum based measurement SSBD, record review, gating

PROGRESS MONITORING

Curriculum based measurementODR, suspensions, behavior incidents, precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management,

function-based support, self-management

DECISION MAKING RULES

Core, strategic, intensive Primary, secondary, tertiary tiers

What is RtI: MSDE What is RtI: MSDE Essential ComponentsEssential Components

• Universal screening Universal screening • Problem-solving/decision making Problem-solving/decision making

practicespractices• Tiered levels of implementation of high-Tiered levels of implementation of high-

quality instruction/interventionquality instruction/intervention• Progress monitoringProgress monitoring• Fidelity of implementationFidelity of implementation• Family involvementFamily involvement• Consideration of English Language Consideration of English Language

LearnersLearners

Core Principles of RTICore Principles of RTI

All children can be taught effectivelyAll children can be taught effectivelyFocus on prevention and early interventionFocus on prevention and early interventionProvide services using a tiered modelProvide services using a tiered modelUse a problem-solving method to make Use a problem-solving method to make

decisionsdecisionsUse research-based interventionsUse research-based interventionsMonitor student progress to inform instructionMonitor student progress to inform instructionUse data to make decisionsUse data to make decisionsUse assessment for different purposes:Use assessment for different purposes:

ScreeningScreening Skill diagnosticsSkill diagnostics Progress monitoringProgress monitoring

NASDSE, 2006

High Quality High Quality Instruction For All Instruction For All

StudentsStudents• Schools develop comprehensive Schools develop comprehensive school-school-

wide problem-solving approacheswide problem-solving approaches to to

– Strengthen instruction of general education Strengthen instruction of general education students andstudents and

– Early identificationEarly identification of general education of general education students experiencing difficultiesstudents experiencing difficulties

– Design Design evidence-basedevidence-based, differentiated, and , differentiated, and high impact general education curriculumhigh impact general education curriculum

– Establish and train a school-wide teamEstablish and train a school-wide team

Problem Solving ProcessProblem Solving Process

EvaluateWas It Effective?

EvaluateWas It Effective?

Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Plan

Problem AnalysisValidating Problem

Identify Variables that Contribute to Problem

Develop Plan

Define the ProblemDefining Problem/Directly Measuring Behavior

Define the ProblemDefining Problem/Directly Measuring Behavior

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

Implement PlanImplement As Intended

Progress MonitorModify as Necessary

RtI Problem Solving RtI Problem Solving ModelModel

A process that uses the skills of A process that uses the skills of professionals from different professionals from different disciplines to disciplines to developdevelop and and

evaluateevaluate intervention plansintervention plans that that improve significantly the school improve significantly the school

performance of studentsperformance of students

High Quality High Quality Instruction For All Instruction For All

Students Students Schools develop comprehensive Schools develop comprehensive

multi-tiered interventions to multi-tiered interventions to match students with appropriate match students with appropriate research-based instructionresearch-based instruction– Universal InterventionsUniversal Interventions (Tier I)– all (Tier I)– all

students, preventivestudents, preventive– Targeted InterventionsTargeted Interventions (Tier II)– at (Tier II)– at

risk-students, rapid responserisk-students, rapid response– Intensive InterventionsIntensive Interventions (Tier III)– (Tier III)–

individual students, high intensityindividual students, high intensity

Tier I

Tier II

Tier III

Essential Components of Essential Components of an RTI Modelan RTI Model

High quality instruction and High quality instruction and intervention materials intervention materials

System for collecting dataSystem for collecting data

Data-based decision making using a Data-based decision making using a problem-solving methodproblem-solving method

NASDSE, 2006

RtI CheckRtI Check

1. RtI is a regulatory requirement under 1. RtI is a regulatory requirement under IDEA. IDEA.

2. Maryland is taking a “permissible” stance regarding RtI implementation.

3. Maryland’s Tiered Instructional model includes 4 tiers.

True

False

False

RtI CheckRtI Check

4.4. CCPS uses RtI to identify children with CCPS uses RtI to identify children with learning disabilities. learning disabilities.

5. Parents are not involved until Tier 3 services begin.

6. In Maryland, RtI only applies to grades K-3.

False

False

False

Making the Connection: Making the Connection: CCPS’ Core Values and RtICCPS’ Core Values and RtI

““All students can learn and All students can learn and succeed.”succeed.”

Core Principles of RtICore Principles of RtI(CCPS Position Statement)(CCPS Position Statement)

• We can effectively teach all children.We can effectively teach all children.• It is best to intervene early with learning It is best to intervene early with learning

and behavior.and behavior.• A multi-tiered model of instructional A multi-tiered model of instructional

delivery helps to efficiently differentiate delivery helps to efficiently differentiate instruction and ensure high levels of instruction and ensure high levels of success for all students.success for all students.

• Use of a problem-solving method within a Use of a problem-solving method within a tiered model of intervention can be applied tiered model of intervention can be applied to all students in pre-k to 12 school system.to all students in pre-k to 12 school system.

CCPS RtI Implementation CCPS RtI Implementation PlanPlan

Information BlastsInformation Blasts

http://blogs.carrollk12.org/rtihttp://blogs.carrollk12.org/rti

Big IdeasBig Ideas

Follow the dataFollow the data

Focus on what we can changeFocus on what we can changeNOT ALWAYS CURRICULUMNOT ALWAYS CURRICULUM

Start with the smallest change that Start with the smallest change that will make the biggest impactwill make the biggest impact

Determine what works for EACH childDetermine what works for EACH child

““The quality of a school as a The quality of a school as a learning community can be learning community can be

measured by how measured by how effectively it addresses the effectively it addresses the

needs of struggling needs of struggling students.”students.”

--Wright (2005)--Wright (2005)

ReferencesReferences• Batsche, George M. (2005).Student Services Batsche, George M. (2005).Student Services

Project, University of South FloridaProject, University of South Florida• CCPS Website 2008-2009: Mission, Vision CCPS Website 2008-2009: Mission, Vision

and Core Valuesand Core Values• Elliott, Judy. ( September 2008). Response to Elliott, Judy. ( September 2008). Response to

Intervention: What & Why? Intervention: What & Why? The School The School Administrator, Administrator, 10-18.10-18.

• Maryland State Department of Education. Maryland State Department of Education. (June 2008). (June 2008). A Tiered Instructional Approach A Tiered Instructional Approach to Support Achievement for All Students: to Support Achievement for All Students: Maryland’s Response to Intervention Maryland’s Response to Intervention Framework. Framework. Baltimore, Maryland. Baltimore, Maryland.

• RtI Task Force 2008-2009RtI Task Force 2008-2009