Secondary Response to Intervention (RtI)

Team Training for Grades 6-12

Facilitated by:Sherry Faulk, Terryl Swejk and Karen Williams

Day 1: January 10, 2013

State Support Team, Region 9www.sst9.org

One of 16 regions in Ohio (State System of Support)

Provides support to all school districts and community schools in Stark, Wayne and Holmes Counties Local Schools in such areas as: Special Education Compliance (Technical Assistance)

School Improvement (Ohio Improvement Process)

Early Learning and School Readiness

Family Engagement

Series Facilitators

Sherry

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Sherry Faulk, M.Ed.

Karen Williams, Ed.D.

Terryl Swejk, M.Ed.

Series ScheduleTraining Dates

Day 1 January 10, 2013 Day 2 – January 31, 2013 Day 3 – February 14, 2013 Day 4 – March 20, 2013 Day 5 – April 10, 2013

Site Visits at Your Buildings February 28, 2013

or March 1, 2013

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Graduate Credit Opportunity

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Roles and Responsibilities

Group Norms

Facilities

Getting Started

Parking Lot RtI Toolkit

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Seven Norms of Collaborative Work

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Garmston and Wellman, 2009.

Coming Together

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Today’s Agenda

8:30 – 11:30 Setting the StageRtI Overview

11:30 – 12:30 Lunch12:30 – 3:00 The RtI Framework

RtI Tier I3:00 – 3:30 Team Assignment

and Evaluations 9

Team Introductions

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Create a poster:1.Give your team a name

2.Use a symbol or non-linguistic that identifies/describes each team member

3.Report out to whole group (choose how you wish to do this…song, rap, cheer, video)

Learning Targets – Day 1

Participants will learn the basics of the RTI Framework.

What is RTIWhy RTIWhere RTI fits with other district

initiativesBasic components needed to

implement RTI 11

“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” Wright, 2005

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Rate Your SchoolStep 1: Individually, read the Jim Wright quote and rate your school Step 2: Share your thoughts with tablematesStep 3: As a group, determine your school rating

and why you selected that ratingStep 4: Share-out whole group

• Give your rating and tell why your team selected this rating

5 fingers Excellent

3 fingers Good

1 finger Fair

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Self-Report Needs Assessment1. Rate each statement based on your individual knowledge set.

2. Record your answers in Column A.

APPLICATION

Materials Needed:Self- Report Needs Assessment 14

What is RtI?

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Essential Components of RTIA Closer Look at Response to Intervention

Step 2: Individual Work• Read Pages 1 – 7 of the article• Highlight Critical Points• Complete 3-2-1 Form

Step 3: Team Work• Discuss your responses• Select one critical point from each

section to share with the large group

Step 1: Locate1. “Essential Components of RtI” article2. 3-2-1 RtI Share Out Form

Assign:1. Taskmaster2. Recorder3. Reporter

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Definition: Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems.

RTI, schools: identify students at risk for poor learning outcomes provide evidence-based interventions monitor student progress adjust the intensity and nature of those interventions

depending on a student’s responsiveness

National Center on Response to Intervention17

RtI Essential Components

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• High quality Tier 1: Core Instruction

• Universal screening

• Ongoing progress monitoring

• Tiered interventions

• Data based decision making

Tiered Interventions in High Schools, May 2010

RtI - Its Most Basic FormFormula for LearningTraditional Schools

TI + T = LTargeted Instruction + Time = Learning

Constant + Constant = Variable

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RtI - Its Most Basic Form

Formula for LearningProfessional Learning Community (PLC) Schools

TI + T = L

Targeted Instruction + Time = Learning

Variable + Variable = Constant

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Tiered Instruction

Tiers are identified by focus of intervention: Tier I - Core, high quality instruction Tier II - Small group with specific focus on

deficit Tier III - Move from “intervention to

prevent” to “intervention to address” smaller group or individual needs – intensive

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Importance of the 3-Tier Model

A systematic approach that provides student interventions

Identifies students BEFORE they fall behind

Provides students with support throughout the educational process 22

Ohio Integrated Systems Model for Academics and Behavior

Academic Systems Behavioral Systems

Adapted from OSEP Effective School-Wide Interventions

5-10% Targeted Interventions5-10% Targeted Interventions

1-5% Intensive Individualized Interventions

1-5% Intensive Individualized Interventions

80-90% School-Wide Universal Interventions

80-90% School-Wide Universal Interventions Tier I

Tier II

Tier III

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PBIS - Positive Behavioral Interventions and SupportsResearch-based Intervention Practices

School-Wide Individual StudentNon ClassroomClassroomFamily Engagement

Windram, Bollman and Johnson , 2012

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get these tiers of support

in order to meet benchmarks.

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These students

Think about intervention like this:

What do all students need?

Who could benefit through repeated practice?

Who needs something in addition?

Who needs to do it in a different way?

How do we know if it is working?26

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Why Response to Intervention?

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Prevention of academic/behavior problems Attend to skill gaps early Provide interventions/instruction early Close skill gaps to prevent failure

Determination of eligibility as a student with a specific learning disability

Pattern of inadequate response to interventions may result in referral to special education

Student intervention response data are considered for SLD eligibility

Goals of RtI:

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Why RtI?

Early interventions trump later interventions!

When we wait:- Problems are harder to solve- Problems are more entrenched- Problems are less malleable- Problems infect multiple domains

An early problem of 1 or 2 skills becomes a later problem involving 5 or 6 skills.

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Understanding the Roots of RtI

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Influence of the Research Tiered models of intervention

Findings of the National Reading Panel (2000)

Use of a three-tiered model in reading research

Addison & Warger, 2011

Understanding the Roots of RtI

Influence of Legislation

No Child Left Behind Act

Individuals w/Disabilities Education Act of 2004

Ohio ESEA Flexibility Waiver Addison & Warger, 2011

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Understanding the Roots of RtI

Influence of Policy

• Over representation of minority groups in special education

• Changing relationships between general and special education

• Access to academic monitoring tools in response to increased accountability

Addison & Warger, 2011 33

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Ohio Data: School and Beyond 40,200 students did not graduate in 2009…Projected lost lifetime earnings: $10.5 billion If those students had graduated…Estimated health-care savings: $502.1 million If Ohio’s high schools graduated all students

ready for college…Ohio would save $132.1 million yearly in community college remediation costs If male high school graduation increased by 5%...Ohio would save $233 million yearly in crime-related spending http//www.all4ed.org

Target Student

Discrepancy 1: Skill Gap (Current Performance Level)

Avg Classroom Academic Performance Level

‘Dual-Discrepancy’

Discrepancy 2:Gap in Rate of Learning (‘Slope of Improvement’)

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Accelerating Achievement of Students

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year 1 year 2 year 3 year 4 year 5

Student A

Student B

Student B withintervention thataccelerates rate tomatch rate 36

year 1 year 2 year 3 year 4 year 50

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Student A

Student B

Student B with in-tervention that accelerates rate to first exceed rate then match rate

Accelerating Achievement of Students

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Advantages of an RtI Approach:

Provides instructional assistance in a timely fashion (e.g., NOT a wait-to-fail model).

Helps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum.

Informs the teacher and improves instruction because assessment data is collected and closely linked to interventions.

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Where does RtI fit?

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Crafting a Vision for RtI in Our School

Mission Statement – A brief description of your fundamental purpose. (Why do we exist?)Vision Statement – A brief description of your long term plan. (Where are we going?)

Why RtI?APPLICATION

Materials Needed:1. Your school’s mission

and vision statements2. “Crafting a Vision for

RtI in Our School” handout

Assign:1. Taskmaster2. Recorder3. Reporter

Assign:1. Taskmaster2. Recorder3. Reporter

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Escalator Failure and Repair

YouTube stuck on an escalator and repairman - Bing Videos

RtI Connections: IAT The Intervention

Assistance Team (IAT) is intended to serve as a vehicle to intervene for students who are struggling in school.

The IAT designs a support plan with all stakeholders to help the student.

In most cases IAT occurs after a series of interventions have taken place.

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RtI Uses Teams to Problem Solve

IAT = Problem Solving Team

The key objective in RTI is to select an instructional or behavior-management strategy that matches a student’s specific needs.

Students with serious academic skill deficits require very different intervention strategies than those who lack motivation or are simply too disorganized to turn in assignments.

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RtI Connections: Special EducationPrior to IDEA 2004, many states used a‘Test-Score Discrepancy Model’ to identify Learning Disabilities.

A significant gap between I.Q. score and achievement test score equaled a learning disability

no definition for “significant”

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Wright, 2005

Limitations to the‘test-score discrepancy model’:Requires student to fail before support can

be provided

Outside factors not considered

Does not provide reason why student is struggling

No consistency in Learning Disability diagnosis

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IDEA 2004 Added RtI Language

§ 300.307 Specific learning disabilities. (a) General. A State must adopt criteria for determining whether a child has a specific learning disability…. the criteria adopted by the State—

(2) May not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in § 300.8; [‘Discrepancy’ Model]

(3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention…[‘RTI’ Model]

NOTE: [bracketed comments added]Source: IDEA (2004, 2005). Proposed Regulations from US Department of Education (§ 300.307)

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How is an RtI Framework Implemented?

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Under RTI, if a student is found to beperforming well below peers, the school will:1. Estimate the academic skill gap between the

student and typically-performing peers.

2. Determine the likely reason(s) for the student’s depressed academic performance.

3. Select a research-based intervention likely to improve the student's academic functioning.

4. Monitor academic progress frequently to evaluate the impact of the intervention.

5. If the student fails to respond to several well-implemented interventions, consider a referral to Special Education

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Windram, Bollman & Johnson, 2012

1. Estimate the academic skill gap between the target student and typically-performing peers:

Three methods:Local Norms: A sample of students at a school is screened in an academic skill to create grade norms.

Research Norms: Norms for ‘typical’ growth are derived from a research sample, published, and applied by schools to their own student populations .

Criterion-Referenced Benchmarks: A minimum level, or threshold, of competence is determined for a skill. The benchmark is usually defined as a level of proficiency needed for later school success.

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2. Determine the likely reason(s) for the student’s depressed academic performance:

Several possibilities:Skill Deficit: The student lacks the necessary skills to perform the academic task.

‘Fragile’ Skills: The student possesses the necessary skills but is not yet fluent and automatic in those skills.

Performance (Motivation) Deficit: The student has the necessary skills but lacks the motivation to complete the academic task.

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3. Select a research-based intervention likely to improve the student's academic functioning:

Research-based, scientifically based and evidence-based are all terms used about instructional practices researchers have found to be effective.

Research-based practices include: scientifically validated curriculum series, instructional practices, programs and interventions.

REQUIRED by Both NCLB and IDEA 200452

Scientifically Based Research

Evidenced Based Research53

4. Monitor academic progress frequently to evaluate the impact of the intervention:

Sample progress measuring tools:

Measures for Basic Academic Skills

Curriculum-Based Measurements (CBM)

Measures for Classroom Academic and General Behaviors:

Daily Behavior Report Cards (DBRCs)

Direct Observation54

5. If the student fails to respond to a series of several well-implemented interventions, then consider a referral for Special Education evaluation.

Interventions implemented with integrity and fidelity

Progress-monitoring data shows that the student failed to meet the learning target

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TraditionalModel

RTIModel

General EducatorsRefer problem students to others for “diagnosis”

Provides interventions and seeks assistance for problem students from intervention specialists

Special EducatorsProvide instruction to identified students in a resource room, etc.

Provide interventions to general education students

School Psychologists, Specialists, Counselors,

Speech Pathologists, OT, PT, Etc.

Diagnose problems, assign labels, & determine eligibility

Work with teachers to define problems & design interventions

AdministratorsManage a system of discrete often unrelated programs

Manage a merged system

Changes in Roles

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Two Models of RtI Implementation

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Two Models of Implementation

Protocol Model Provides specific

intervention for similar learning or behavior problems

Only intervention plan used to solve the identified problem

Staff trained and monitored for fidelity of implementation

Problem-Solving Model Customized plans

based on student needs Multiple intervention

programs Staff receives more

complex training More progress

monitoring and decision-making needed

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Searle, 2010

Protocol ModelAdvantages

Training is efficient

Only one plan

Program is very specific so is easy to monitor

Disadvantages Having only one

approach may not meet needs of all

Lacks staff buy-in because they did not create the plan

Training is limited 59

Searle, 2010

Problem-Solving ModelAdvantages

Plans are customized, not one size fits all

Model is flexible

Buy-in from those implementing the plan

Disadvantages Team members need a

great deal of expertise

Training is time consuming due to choices in interventions

Monitoring can be troublesome 60

Searle, 2010

Two Models of RtI:All teachers must:

Assess all students

Diagnose reasons for problems

Use research based interventions

Implement and monitor with fidelity

Adjusts interventions based on progress61

Searle, 2010

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Role of the RtI Leadership Team 1. Read pages 18-23

2. Identify primary responsibilities of the district RtI Leadership Team

3. Record your team’s top 4 priorities

APPLICATION

Materials Needed:1. Jim Wright Book

handout pp. 18-23

Assign:1. Taskmaster2. Recorder3. Reporter

Assign:1. Taskmaster

2. Recorder 63

RtI Team Responsibilities

Develop multi year plan for rolling out RtI

Monitor and guide the RtI rollout

Educate the stakeholders about the model

Identify strengths and challenges

Inventory resources that can be used to support student intervention planning and progress monitoring

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Examine a Case StudyIndependently:1. Read the discussion questions2. Read the case studyWith your team:3. Discuss the case study4. Complete the graphic organizer

Why RtI?APPLICATION

Materials Needed:1. Case Study Packet

Assign:1. Taskmaster2. Recorder3. Reporter

Assign:1. Taskmaster2. Timekeeper3. Recorder

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RtI Framework Component 1:High Quality

Tier I Core Instruction

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Teacher Quality

“We live in an era when research tells us that the teacher is the most important factor affecting student achievement - at least the single most important factor that we can do much about.”Marzano, 2003

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Core Instruction Includes

Academics – core program and intervention for all

Behavior – classroom management and universal behavioral interventions for all 69

Addison, and Warger, 2011

Why Do Tier I Services Need to Be Strong?

The expectations and accountability are at an all time high.

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Why Aren’t Effective Tier I Services Happening?

1. Time constraints

2. Content Specialization

3. Characteristics of Secondary Students

4. Lack of Administrative Leadership

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What Needs to Be In Place?

1. Knowing your standards

2. Aligning your standards

3. Supporting active reading throughout the day

4. Building effective instructional strategies

5. Building effective engagement strategies 72Windram, Bollman and Johnson, 2012

Ideas for Content Delivery in Engaging Secondary Classrooms

Planning Instruction

Differentiating Instruction

Managing the Environment

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Windram, Bollman and Johnson 2012

Identifying Teacher Behaviors1. Listen to the statement

2. As a team, answer using a response cardResponse Choices:

• Engaging - green• Emerging - yellow• Nonengaging - pink

Why RtI?APPLICATION

Materials Needed:1. Response Cards

Assign:1. Taskmaster2. Recorder3. Reporter

Assign:1. Reporter 74

Learning Targets – Day 1Did We…

Learn the basics of the RTI Framework:

• What is RTI

• Why RTI

• Where RTI fits with other district initiatives

• Basic components needed to implement RTI

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Go Teams!

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Team AssignmentsAssignment #1Complete Handout Exhibit 2-F: District Resource InventoryThink about:

• What resources do you already have in place?

• How does this fit into an RtI Framework

• What are you missing? This becomes your action plan!

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Team AssignmentsAssignment #2Action Plan Form Page 1: Develop the Long Term Goal for your building

Page 3: Complete the section titled: “Examining and Strengthening Core Instruction: Tier 1”

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Thought for the Day

“Don’t tell me you believe ‘all kids can learn’…tell me what you’re doing about the kids who aren’t learning.”

Richard DuFour

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