RtIResponse to Intervention

Concept English – Part 2 August 2014

Merging I with We…

Activity 1- 10 minutes• I am handing out a

piece of paper and want you to write down a word or phrase that comes to mind when you hear RtI

• Share out: Post on wall…

The purpose of this meeting is to…

• Identify what is already taking place in Concept Schools• Review key points about RtI • Advance the ongoing discussion about effective tiered

intervention implementation in Concept Schools• Articulate RtI expectations for the 2014/2015 School

Year

If this were a unit of instruction:

Enduring understanding: That it is our responsibility to provide all students with appropriate interventions/differentiations to address their various learning abilities.

Essential Question

To what extent is my school providing all 3 tiers of RtI interventions to our students?

High-quality core instruction that meets the needs of most students

≈ 80% of Students

≈ 15%

NCRTI, 2010

Conceptualizing the Framework

Primary Prevention (e.g., Tier I):

Evidence-based intervention(s) of moderate intensity that address the learning or behavior challenges of most at-risk students

Secondary Prevention (e.g., Tier II):

Individualized intervention(s) of increased intensity for students who show minimal response to

secondary prevention

Tertiary Prevention (e.g., Tier III):

≈ 5%

© 2011 NHSC, NCRTI, and COI

Currently at Concept Schools…

Activity 2 – 10 minutes• Using the blank RtI

template consider all the programs listed on the right and drop them were they belong in the triangle.

• Think- Pair - Share

• Running Records for Reading• Progress Monitoring D and F

students strategically• DEAR• Title 1 or Title III• Behavior contracting • Discipline/Attendance Data• Peer Mediation• Character Education • Research based math and reading

programs

RtI is problem solving

Problem-solving is the basis for RtI and is defined as activities designed to “eliminate the difference between “what is” and “what should be” with respect to student development” (Deno, 2002; p. 38). Problem-solving within Tier 2 tends to focus on identifying specific deficits (e.g., fluency vs. comprehension), but analysis within Tier 3 involves collaborative efforts to identify the current level of performance, the desired level of performance, and variables that prevent the student from obtaining that desired level. At the secondary level, problem analysis and development of intervention plans is typically conducted by a team of teachers. Grade-level teams drive the RtI process at the elementary level, but secondary efforts are carried out by different types of teams. Most high schools use a content-area team, such as the English department, to examine universal screening data and to monitor progress with students receiving interventions.

RtI IS and IS NOT

RtI Is:• An initiative that supports general

education school improvement goals

• Intended to help as many students as possible meet proficiency standards without special education

• A framework to unify general and special education students through greater continuity of services

• Focused primarily on effective instruction to enhance student growth

RtI Is Not:• A stand- alone special

education initiative• A means for just getting more

students into special education• A method for just increasing or

decreasing special education numbers

• Focused primarily on disability determination and documented through a checklist

Some Deepening Questions…

• Why should my school do this; will it help more children?• What is your catalyst for change in your

school?• What systems are in place and what

systems need to be added to make your RtI framework more useful?

What is Response to Intervention (RtI)?

Effective Educational Practices for All

“RtI is the practice of providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about change in instruction or goals and applying child response data to important educational decisions. RtI should be applied to decisions in general, remedial and special education, creating a well-integrated system of instruction/intervention guided by child outcome data.”

(National Association of State Directors of Special Education, 2005)

Core Principles of RtI

• We can effectively teach all children and intervene early• Use research-based, scientifically validated core instruction with

fidelity• Use assessment data to inform instructional decisions (variety of data

including screening and progress monitoring)• Use a problem solving method to make decisions within a multi-tier

model of service delivery• Use research-based, scientifically validated interventions matched to

student need with continuous progress monitoring• Use data as part of the evaluation process for determining eligibility

for special services

The No Child Left Behind Act and IDEA call on educational practitioners to use scientifically based research to guide their decisions about which interventions to implement. IDEA states that in implementing coordinated early intervening services an LEA may carry out activities that include-- (1) Professional development (which may be provided by entities other than LEAs) for teachers and other school staff to enable such personnel to deliver scientifically based academic and behavioral interventions, including scientifically based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and (2) Educational and behavioral evaluations, services, and supports, including scientifically based literacy instruction.

How do we proceed?

Leadership

• Created staff consensus• Delivered professional

development (PD)• Implemented evaluation

procedures• Allocated resources• Made data-based decisions• Created sustainable processes

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Roles and Responsibilities

Each school will need to decide:• Directors/Instructional Coordinators• Academic Team• Classroom Teachers• Instructional Coaches• Regional Superintendent

Suggestions for…

• Directors – Oversee personnel and provide the necessary time to plan for tiered interventions

• Instructional Coordinators – meet with grade level (problem solving) teams, coordinate services, and monitor/document progress

• Coaches – support teachers, direct teachers to resources in Master Curriculum, model appropriate Tiered interventions

• Teachers – worked toward a deeper understanding of research based best practice strategies and work in cooperation with case managers and other specialists including other related arts teachers who are assigned to teams by Coordinators

Classroom Teachers

80 % of what we are talking about related to RtI should take place in classrooms already and improvement can begin there by:• Holding teachers accountable for classroom differentiation• Don’t inundate teachers with paper work, rather support them with

best practice resources to help all students learn• Review reading/math strategies already in our curriculum and make

sure that research based strategies are being used daily• Make sure teacher lesson plans/units clearly document the process –

this is not the responsibility of the Title 1, SPED, and ELL teacher, it is initiated by the Regular Education teacher with their support

Take the Lead…

• Regular English Education teachers should:• Observe all students in classroom and begin to

annotate performance and behavior• Record Interventions Form 1a• Initiate Form 1 and report to grade level teams

RtI Alignment

Where are you now?

• Will your classroom teachers be prepared to observe and record learning and behaviors in September? 80%

• Will your teachers have a system for documenting and collaborating what they see?

• Will your grade level teams (problem solving team*) be ready to look at an RtI request form and determine interventions? 20%

• Will you be ready to monitor student progress throughout the year? 20%

*Please note that this grade level/problem solving team should have ample time to focus on RTI

Area of focus

Measure Frequency

Reading Maze curriculum-based measure (CBM)

Conducted at the end of eighth grade for students attending feeder middle schools; guidance department administered for new students within 6 weeks

Grades Failure of one or more content area classes

Guidance department conducted review three times a year

Exit exams Failure to pass a state exit exam on its first administration

Guidance department conducted review at the end of each school year

Behavior Number of office discipline referrals

Guidance department conducted review in December and May

Universal Screening

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Brief assessments for predicting which students will develop learning or behavioral problems and need intensive interventions

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Ongoing Progress Monitoring

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Level of instruction

Measure Frequency

Primary • Ongoing formative assessment • Common mathematics assessment• Common writing prompts• Grades• Attendance

• Daily• Monthly• Monthly• Semester/quarter• First 20 days of school,

quarterlySecondary • Teacher-developed algebra CBM

• Maze passage• D/F reports• Time-sampling for behavior

• Every other week• Every other week• Weekly• Weekly

Tertiary • Measures embedded in intervention program

• Behavior tracking sheets

• Daily

• Daily

Yields data to assess students’ learning and academic performance and to determine whether a specific intervention is effective for a particular student

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EXAMPLES OF INTERVENTIONSTier II and III

≈ 80% of Students

Tier II and Tier III Prevention

Evidence-based intervention(s) of moderate intensity that address the learning or behavior challenges of most at-risk students (NCRTI, 2010)

Secondary Prevention (e.g., Tier II):≈ 5%

25© 2011 NHSC, NCRTI, and COI

• Provided in addition to primary prevention (core)

• Teacher-led, small-group instruction

• Ongoing progress monitoring and appropriate diagnostic assessment as needed

Tertiary Prevention (e.g., Tier III):

Individualized intervention(s) of increased intensity for students who show minimal response to

secondary prevention(NCRTI, 2010)

• Provided in addition to primary prevention (core)

• Very small-group (1:3) or 1:1 instruction

• Ongoing progress monitoring and appropriate diagnostic assessment as needed (more frequent)

• More intense instruction (increased time, reduced group size, more explicit and systematic instruction, increased feedback)

≈ 15%

25© 2011 NHSC, NCRTI, and COI

Tier II Prevention: Secondary Examples

English Language Arts Algebra Behavior

Time in intervention

55-minute periods, 5 days a week, 1 semester

55-minute periods, 5 days a week, 1 semester

40-minute period, 1 day a week during advisory, 1 semester

Instructional content

Vocabulary, comprehension strategy instruction, fundamentals of writing (organization), study skills

Preteaching and reteaching concepts from core curriculum

Example: Check and Connect

Instructional delivery

Large groups divided into small groups/pairs, explicit and systematic instruction, frequent feedback, scaffolding, differentiated instruction

Large groups divided into small groups/pairs, explicit and systematic instruction, frequent feedback, progress monitoring to ensure mastery

Positive learning environment, posted behavioral expectations, explicit teaching of strategies

Assessment Ongoing formative assessment, journal checks (writing samples), CBM (maze passages)

Teacher-developed CBM organized around state standards

Office discipline referral and grade monitoring for particular students

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Tier III Prevention: Secondary Examples

Reading Behavior

Student need More than two grade levels behind, struggling with decoding and reading connected text

Consistent poor behavior that interferes significantly with learning

Instructional content

Phonics, fluency, comprehension via a published intervention program

Social skills intervention

Instructional delivery

Small, teacher-led groups within large class; special education teachers and teacher aids; explicit; systematic; fast-paced

Behavior specialist delivered in a full class period

Assessment Program-based assessment, diagnostic testing twice per semester

Functional behavior assessment

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RtI – Response

“Response to intervention is data-driven instruction that is implemented to maximize the achievement of all students. Just be sure you are prescribing the right medicine to fix the problem.”

Action Steps

• September – Classroom Teachers observe and record student behavior for Tier I interventions and refer (Form 1) students to grade level teams for Tier II and III by October 1st.

• October – Instructional Coordinator sets up a Student RtI Folder and Folder Checklist (Form 2) for Tier II and III students working as necessary with special education teacher

• January – Instructional Coordinators and Grade Level teams submit current RtI Tracking Form (Form 3)

Monitoring Forms…