RTI—Why, What, and How: Developing the Foundation for ...soltreemrls3.s3-website-us-west-2.amazonaws.com/... · “Over 90 million U.S. adults, nearly one out of two, are functionally

RTI—Why, What, and How: Developing the Foundation for Effective Interventions

(Slides)

Dennis King

Dennis King, EdD [email protected]

RTI—Why, What, and How Developing the Foundation for Effective Interventions

Today’s Desired Growth

“America offered the world a new perspective on making education available to all; now the challenge is ours to offer the world the perspective that we can educate all.”

—Michael Fullan, NES Summit (2005)

Today’s Targets

•  To understand why effective interventions are essential for all students

•  To explore what RTI is

•  To identify how PLCs and RTI merge

•  To identify intervention strategies

© King 2012. solution-tree.comDo not duplicate. 1

We must begin to think differently.

And to think differently, we must start by asking the right questions.

Our Challenge

•  How do we raise our test scores?

•  How do we implement ______ ?

•  How do we get better parents?

•  How do we get better students?

The Wrong Questions

What do we want for our children?

The Right Questions

© King 2012. solution-tree.comDo not duplicate.2

•  What do we want for our children?

•  What do our children need?

The Right Questions

Closing the Knowing–Doing Gap

•  Why?

•  What?

•  How?

(Pfeffer & Sutton, The Knowing–Doing Gap: How Smart Companies Turn Knowledge Into Action, 2000, pp. 243–262)

Big Ideas of a Professional Learning Community

1.  Focus on learning

2.  Collaboration

3.  Results orientation


Where the Rubber Hits the Road …

How will we respond when students don’t learn?

PLCs RTI

PLC RTI

Pyramid Response to Intervention

Pyramid Response to Intervention

“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.”

—Salisbury & Conner, “How to Succeed as a Manager of a Successful Change Project,” Educational Technology (1994)


Why?

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.

Why?

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.

1.  Poverty

2.  Welfare

3.  Incarceration

4.  Death

Likely Pathways for Struggling Students


Poverty

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

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

(Rouse, “Labor Market Consequences of an Inadequate Education,” Symposium on the Social Costs of Inadequate Education, 2005)

They are more likely to experience health problems. (Muennig, “Health Returns to Education Interventions,”

Symposium on Social Costs of Inadequate Education, 2005)

“Over 90 million U.S. adults, nearly one out of two, are functionally illiterate or near illiterate, without the minimum skills required in a modern society.”

—National Institute for Literacy, The State of Literacy in America (1998)

Poverty

Welfare

Seventy-five percent of those claiming welfare are functionally illiterate.

(Runyon, “The Roles of Infrastructure and Technology in Delivering Literacy Services,” NIT Conference, 1996)


Incarceration

“Across the United States, 82 percent of prison inmates are dropouts.”

—Ysseldyke, Algozzine, & Thurlow, Critical Issues in Special Education (1992)

Incarceration

Seventy percent of all prison inmates are functionally illiterate or read below a fourth-grade level.

(National Center for Education Statistics, Literacy Behind Prison Walls, 1994)

Incarceration

Eighty-five percent of juvenile offenders have reading problems.

(National Assessment of Adult Literacy, 2003)


Youth in correctional facilities:

•  Median age: 15.5

•  One third read below the fourth grade level. (Project Read, “To Make a Difference,” Reduced Recidivism

and Increased Employment Opportunity Through Research-Based Reading Instruction, 1978)

Incarceration

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

“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 percent.” —Bell, “Tried-and-True Educational Methods Aren’t True to the Special

Needs of Prison Inmates,” Chicago Tribune (1990)

Incarceration and Special Education

Only 57 percent of youth with disabilities graduated from high school in the 2001–2002 school year.

(U.S. Department of Education, Twenty-Third Annual Report to Congress on the Implementation of the Individuals

With Disabilities Education Act, 2002)

Incarceration and Special Education


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

(Moretti, “Does Education Reduce Participation in Criminal Activities?” Symposium on the Social Costs

of Inadequate Education, 2005)

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.”

(Kirsch, Braun, Yamamoto, & Sum, America’s Perfect Storm: Three Forces Changing Our Nation’s Future, 2007)

Cold, Hard Facts

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


David Conley: College Knowledge

1.  Analytical reading and discussion

2.  Persuasive writing

3.  Drawing inferences and conclusions from texts

4.  Analyzing conflicting source documents

5.  Supporting arguments with evidence

6.  Solving complex problems with no obvious answer

Respond to the research.

Elbow partner

Targets for Our Teams


Targets in Action Regan High School

Guiding Questions to Focus on Learning

•  What are we currently doing that identifies us as a learning community?

•  What do we need to stop doing?

•  What do we need to start doing?


•  Why?

•  What?

•  How?



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

Is it possible?

Schools Do Make a Difference

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

• All children can learn!

• Schools control the factors, ensuring 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.”

—Marzano, What Works in Schools (2003)



90 90 90 Schools

(Douglas Reeves)

• What do we want for our children?

• What do our children need?

• What do we need to do?

The Right Questions

What Questions Are You Trying to Answer?


We Know What to Do!

Creating a Foundation

1.  Identify the characteristics of students who receive an A, B, or C in school.

2.  Identify the characteristics of students who receive a D or F in school.

3.  Identify the characteristics of healthy kids.

4.  Identify the characteristics of unhealthy kids.

Creating a Foundation

•  What are the similarities and differences between the groups?

•  What can we do to help kids maintain their health?

•  What can we do to help students be successful in school?


Formula for Learning

TI + T = L Targeted Instruction + Time = Learning

Traditional Schools


Constant + Constant = Variable

Traditional Schools


Variable + Variable = Constant


How Do We Make RTI Work in Our Schools?

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 percent of your students

Intensive Support

• For students who have not responded to first two levels

• Track student progress weekly.

•  Our traditional special education model is fatally flawed.

•  In fact, it is detrimental to most students who receive services.

Fundamental Assumption


Why Adopt an RTI Model?

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


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


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.”

—Prasse, “Why Adopt an RTI Model?,” RTI Action Network [Website] (n.d.)


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

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

•  RTI emerged as a regular education initiative.


What Is RTI?

Response to Intervention

a.k.a.

Response to Instruction


IDEIA, 2004


“At first glance, response-to-intervention 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.”

―“Response to Intervention,”

Council for Exceptional Children, [Website] (n.d.)

Our mission is not a regular ed issue nor a special ed issue.

It’s an ed issue!

Fundamental Assumption


Essential Question

Why create a PRTI?

It is our moral responsibility!

Where Do We Start?

In a PLC, Collaborative Teams Focus on Four 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?

4.  How will we respond when they already know it?


Products and Resources

Products 1. 2. 3. 4.

Resources 1.

2. 3. 4

If We Believe That All Kids Can Learn

•  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?

To Guide Our Interventions, Common Assessment Information

Must Tell Us …

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

2.  Which instructional practices worked


Essential Learnings

CFA

Tier 1 and 2

Interventions

Collaboration

Collaboration

The Work of the TEAM

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

LS 2.d

LS 2.c

LS 2.a

LS 2.b

LS 2.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% 100% 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%

Class Averages

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

Assessment Continuum Classroom Common District Level External

Assessments Assessments Assessments Assessments

Daily Weekly Unit Monthly Semester Annual

Most Formative More Formative More Summative Most Summative

Ongoing Student and Teacher Assessment

Collaboratively Developed and Curriculum Embedded

Benchmarks

State Assessments

ACT/SAT

AP Exams

DIBELS

NWEA-MAP

DesCartes

Programmatic Support With Entry and Exit Criteria

Quizzes, Essays, and Projects

Final Exams

Pyramid of Interventions


What Is an Intervention?

“An intervention is anything a school does, above and beyond what all students receive, that helps a child succeed in school.”

—Buffum, Mattos, & Weber, Simplifying Response to Intervention: Four Essential Guiding Principles (2012), p. 129

Animals in a River A Parable

•  What was right about the work the people were doing?

•  What was wrong about the work they were doing?

•  How does this relate to how students are served in many schools?

How Do We Create a Model?

•  Focus on learning.

•  Create collaborative teams.

•  Create CFA to diagnose why kids struggle.

•  Identify team interventions (Tiers 1 and 2).

•  Create time to support learning during the school day.

•  Focus on all students: How do we treat unhealthy students?

•  Analyze data.



•  Why?

•  What?

•  How?


Guiding Questions to Focus on Learning

•  What are we currently doing that identifies us as a learning community?

•  What do we need to stop doing?

•  What do we need to start doing?

Do the Work for the Right Reasons …

Thank You!

Dennis King [email protected]

To schedule professional development at your site, contact Solution Tree

at (800) 733-6786.

Solution Tree


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RTI—Why, What, and How: Developing the Foundation for ...soltreemrls3.s3-website-us-west-2.amazonaws.com/... · “Over 90 million U.S. adults, nearly one out of two, are functionally