THE SCIENCE AND PRACTICE OF A RESPONSE TO INTERVENTION APPROACHIN K-12 SCHOOLS

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Christine MaleckiProblem Solving Training and Consultation

Northern Illinois University

753-1836

cmalecki@niu.edu

Thank you to the many experts from whom I have stolen many slides in this presentation! Some, but not all, people to thank include: Madi Phillips, George Batsche, David Tilly, Marty Ikeda, Mark Shinn, Kari Cremascoli, Barb Curl, Christine Martin, etc.!

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Terms to Know• Response to intervention• Three-tiered model• Differentiation or expanding your instructional reach• Content enhancement strategies• Academic English• Research based intervention• Progress monitoring• Universal screening• Program evaluation• Growing the green

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Vocabulary

Response to Intervention for eligibility – an alternative means to find students eligible for special education – this is just a SMALL PART of rti/problem solving!

response to intervention (“multi-tiered coordinated early intervening services”) – using data to make decisions about curriculum and instruction so that all students get what they need in schools. Ensuring that we are meeting students needs as efficiently and effectively as possible

Vocabulary

Three-Tier Model –

Tier 1 (what everyone gets, should be effective for 80%) = The Core Curriculum and Instruction = The “Default” Intervention = What Every Student Receives When They Walk In the Door

Tier 2 (what everyone gets plus additional group supports/interventions, 15%) = groups built into the system, comprehensive, complimentary, powerful interventions

Tier 3 (what everyone gets plus intensive more individualized supports and interventions, 5-10%) = more individualized, intensive support = often includes students with IEPs but not exclusively

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Academic Systems Behavioral Systems

1-5%

Tier 3: Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer duration

1-5%

Tier 3: Intensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures

5-10%Tier 2: Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

5-10%Tier 2: Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

80-90%Tier 1: Universal InterventionsAll studentsPreventive, proactive

80-90% Tier 1: Universal InterventionsAll settings, all studentsPreventive, proactive

Three Tiered Model of School Supports

Students

A Big Idea in RTI

What we do for all …

should be effective for most.

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Evaluate School Improvement Over TimeGrade 1 and 2 in a School

Courtesy of Christine Martin, Indian Prairie School District, IL

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Illinois State Law: Legal Language Regarding RtI

Section 226.130 Additional Procedures for Students Suspected of or Having a Specific Learning Disability

b) …Each district shall, no later than the beginning of the 2010-11 school year, implement the use of a process that determines how the child responds to scientific, research-based interventions as part of the evaluation procedure described in 34 CFR 300.304. When a district implements the use of a process of this type, the district shall not use any child’s participation in the process as the basis for denying a parent’s request for an evaluation.

Illinois Administrative Code

Race to the Top• The $4.35 billion Race to the Top Fund is the largest

ever federal competitive investment in school reform. It will reward states for past accomplishments and create incentives for future improvements. – Adopting internationally benchmarked standards and

assessments that prepare students for success in college and the workplace;

– Recruiting, developing, retaining, and rewarding effective teachers and principals;

– Building data systems that measure student success and inform teachers and principals how they can improve their practices; and

– Turning around our lowest-performing schools11

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WHAT IS THIS APPROACH?

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The Purely Traditional Model

• Purely Traditional model of serving kids:– Refer for special education evaluation– May even go to “pre-referral” (discuss the

student’s problems and then refer them for a special education evaluation, or try some things out…)

– Test and place– Special education teacher often does more

assessment to see what the student needs

Traditional Model

Special Education

General Education

Sea of Ineligibility

Severity of Educational Need or Problem

Am

oun

t of

Res

ourc

es N

eed

ed T

o B

enef

it

Special Education

General Education

General Education with Support

Our First Attempt at Problem Solving

Severity of Educational Need or Problem

Am

oun

t of

Res

ourc

es N

eed

ed T

o B

enef

it

Bridging the GapCore + Intensive

Core

Weekly-Monthly

Core + Supplemental

3x/year

Weekly

Am

oun

t of

Res

ourc

es N

eed

ed T

o B

enef

it

Severity of Educational Need or Problem

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Academic Systems Behavioral Systems

1-5%

Tier 3: Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer duration

1-5%

Tier 3: Intensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures

5-10%Tier 2: Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

5-10%Tier 2: Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

80-90%Tier 1: Universal InterventionsAll studentsPreventive, proactive

80-90% Tier 1: Universal InterventionsAll settings, all studentsPreventive, proactive

Three Tiered Model of School Supports

Students

Tier 2 and Tier 3 Interventions…

• Think comprehensive, robust, effective

• Think complimentary of Tier 1, not conflicting

• Bandages, not band-aids…

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Another Big Idea

When what we are doing is NOT effective,

we need to know so that we can make

adjustments.

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What Tools Do We Use in RTI?

Curriculum-Based Measurement

CBM

Tool for Selecting Scientifically Based Progress Monitoring Tools

www.studentprogress.org

Most Tools that Meet Standards are Members of the Curriculum-Based Measurement (CBM)“Family”

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CBM Defined

Standardized, short duration, fluency measures of basic skills (reading, math, writing, and spelling).

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Educational Thermometer• A vital sign of an individual’s health

status• Determines the severity of a health

problem• Used to set goals for medical

intervention• Evaluate whether a treatment is

effective• Determine whether a medical

problem is no longer severe

RTI Data• General Outcome Measures are used

– Typically in the CBM family of measures– EC see IGDI’s (U of MN)– K/1 (Early Literacy (LSF, PSF, NWF, etc.)– Grades 2-5 use R-CBM

• Assess students one at a time, 3 1-minute timings

– Grades 6+ often use CBM-MAZE• A general outcome measure of reading• Not as good as R-CBM, but cost-benefit (time)• 1 3-minute timing, group administered• Related to overall reading ability

– High School use Common Assessments

Why Three Times A Year?

Collecting Data for a Purpose…Purpose of

AssessmentProblem-Solving

Question?Screening Who has

problems?

Diagnostic Why is the problem occurring?

Progress Monitoring Is our plan working to fix the problem?

Outcome/ Accountability

How well are we doing overall?

We have all this data…. now what???

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Starting with Tier 1• Tier 1

– Assess all students’ early literacy and reading skills– Identify percentage of students hitting benchmarks– Are you at 80 to 85%?– If not, evaluate reading curriculum– Make some changes, supplement…

• An example…

Needs Tier 1 – Changes in General

Education Curriculum and Instru

ction –

More Explicit Instru

ction for All S

tudents

Needs Tier 1 – Changes in General

Education Curriculum and Instru

ction –

More Explicit Instru

ction for All S

tudents

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If there is a Tier 1 concern…There are generally 3 ways to address this concern:

• Implement your Tier 1 curriculum with higher integrity

• Explore and adopt a new core curriculum

• Supplement your core curriculum with robust, research-based interventions

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Tier 1 Should Include

• Explicit Teacher-Led Instruction• Scaffolded Instruction• Opportunities to Respond with Corrective Feedback• Language Support, Especially Vocabulary• Motivational Strategies• Progress Monitoring (3x a year)

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UNIVERSAL TIER 1: Benchmark/Core Programs:

1. Trophies (Harcourt School Publishers, 2003)2. The Nation’s Choice (Houghton Mifflin, 2003)3. Macmillan/McGraw-Hill Reading (2003)4. Open Court (SRA/McGraw-Hill, 2002)5. Reading Mastery Plus (SRA/

McGraw-Hill, 2002)6. Scott Foresman Reading (2004)7. Success For All (1998-2003)

Reviewed by: Oregon Reading FirstComprehensive: Addressed all 5 areas

and included at least grades K-3 ~80% of Students

~15%

~5%

The Middle and High School Solution:Continuously Improving Tier 1 General Education

Instruction

~80% of Students

~15%

~5% Use of Teaching Routines and

Learning Strategies (e.g. SIM/Kansas)

Well-Designed Curriculum with a “Big Ideas” Focus or Ability to “Distill” Curriculum to Big Ideas

Effective Secondary Classroom Management

Study and Organizational Skills

Consistency across Classrooms

Better syllabi

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A Major Source of Support for Secondary

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Tier 2 is “MORE”• (More) Time• (More) Explicit Teacher-Led Instruction• (More) Scaffolded Instruction• (More) Opportunities to Respond with Corrective

Feedback• (More) Language Support, Especially Vocabulary• (More) Intensive Motivational Strategies• (More) Frequent Progress Monitoring

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KWA SPECIAL KWA

KSA SPECIAL KSA

KWP SPECIAL KWP

1C 1C

1F LIT BLOCK SPECIALS LIT BLOCK LUNCH Target Inter- MATH 1F

1S Timeventions 1S

1W 1W

2BA 2BA

2BR LIT BLOCK LANGUAGE LUNCH MATH Interventions SPECIALS 2BR

2DARTS

2D

2G 2G

3A 3A

3B Interventions LIT BLOCK LUNCH SPECIALS MATH 3B

3BR 3BR

3C 3C

4B Anne 4B

4C MATH Betsy LIT BLOCK LUNCH SPECIALSINTERVENTIONS 4C

4M Interventions 4M

5G 5G

5P SPECIALS MATH INTERVENTIONS LUNCH LIT BLOCK Interventions 5P

5V 5V

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RE

CE

SS

Sample of Master Schedule: May Watts

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Tier 3 is “MOST”• (Most) Time• (Most) Explicit Teacher-Led Instruction• (Most) Scaffolded Instruction• (Most) Opportunities to Respond with Corrective Feedback• (Most) Language Support, Especially Vocabulary• (Most) Intensive Motivational Strategies• (Most) Frequent Progress Monitoring

K 1 2 3 4 5

District 204 Literacy CurriculumScholastic Red &BlueTrophiesText Talk

District 204 Literacy CurriculumScholastic Red & BlueTrophies

District 204 Literacy CurriculumScholastic Red & BlueTrophies

District 204 Literacy CurriculumScholastic Red & BlueTrophies

District 204 Literacy CurriculumScholastic Red & BlueTrophies

District 204 Literacy CurriculumScholastic Red & BlueTrophies

EdmarkKITMichael HeggertyReading MilestonesTrophies InterventionWindows to Literacy

Early Steps Tutoring Earobics EdmarkHorizonsMichael HeggertyReading MilestonesTrophies InterventionWindows to Literacy

EarobicsEdmarkHorizonsMichael HeggertyTrophies InterventionWindows to Literacy

EarobicsEdmarkHorizonsRead NaturallyQuckReadsReading MilestonesTrophies Intervention Wilson

HorizonsQuickReadsRead NaturallyReading MilestonesEdmarkTrophies InterventionWilsonWindows to Literacy

HorizonsRead NaturallyQuckReadsReading MielstonesTrophies InterventionWilson

TIER 1

TIER 3

TIER 2KITJolly PhonicsMichael HeggertyStarlitTrophies Intervention

Early Steps TutoringJolly PhonicsMichael HeggertyRead NaturallyTCM NonfictionTrophies Intervention

Michael HeggertyRead NaturallyTCM NonfictionTrophies Intervention

Read NaturallyTCM NonfictionTrophies InterventionSoar to SuccessLexia

Read NaturallyRewardsTCM NonfictionTrophies InterventionSoar to SuccessLexia

Read NaturallyRewardsTCM NonfictionTrophies InterventionSoar to SuccessLexia

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D122 FRAMEWORK for READING INTERVENTIONS

TIER I.Harcourt Trophies-Increase integrityOf implementation

TIER II.At-risk students-Supplemental interventions

TIER III.Highly at-risk studentsIntensive interventions

Selected Interventions from Trophies Series

KPALS, 1st Gr. PALS

Vocabulary through Morphemes

Heggerety Phonemic Awareness Curriculum

The Six Minute Solution

Collaborative Strategic Reading

Wilson

Reading Mastery

Corrective Reading

Language!

Reasoning and Writing

Horizons

Great Leaps, REWARDS

Selected Interventions from Trophies

Vocabulary through Morphemes

Heggerty Phonemic Awareness Curriculum

The Six Minute Solution

Collaborative Strategic Reading

Getting StartedGet Teams Established

• District team• Building level RTI Team• Data teams (grade level

or content area, etc.) – done!

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Identify your Data

• What data do you already have?

• What data do you need to collect?

• Are you comparing apples to apples? Will your data show change over time?

A Big Idea in RTI

What we do for all …

should be effective for most.

Another Big Idea

When what we are doing is NOT effective,

we need to know so that we can make

adjustments.

Questions!!• (Tools/Websites Follow this slide!)

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48Problem Solving Tools

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50http://dww.ed.gov/

Tools for Selecting Scientifically Based Reading Interventions

Florida Center for Reading Research: www.fcrr.org

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Oregon Reading First Center: http://reading.uoregon.edu/

Tools for Selecting Scientifically Based Reading Interventions

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Texas Center for Reading and Language Arts: www.texasreading.org

Tools for Selecting Scientifically Based Reading Interventions

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Consortium on Reading Excellence (CORE): www.corelearn.com

Tools for Selecting Scientifically Based Reading Interventions

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Example Reading Resources

Vocabulary Handbook provides clear instructional approaches for building the vocabulary knowledge essential for strong reading comprehension.

This updated and revised Sourcebook edition is the most comprehensive, indispensable resource for teaching reading and language arts.

www.corelearn.org

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Resources for Adolescent Literacy

• Reading Next: A Vision for Action and Research in Middle and High School Literacy

www.all4ed.org/index.html

• Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools

National Technical Assistance Center onPositive Behavioral Interventions and Supports (PBIS): www.pbis.org

Tools for Selecting Scientifically Based Behavior Interventions

Tools for Selecting Scientifically Based Behavior Interventions

lllinois PBIS Network http://www.pbisillinois.org/

60Safe and Civil Schools: www.safeandcivilschools.com

Tools for Selecting Scientifically Based Behavior Interventions

61www.casel.org

Tools for Selecting Scientifically Based Behavior Interventions

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Example Behavior Resources

www.safeandcivilschools.com

Teacher’s Encyclopedia of Behavior Management: 100 Problems/500 Plans $45A discipline reference book for teachers, administrators, school psychologists, counselors, etc., that provides practical solutions for over 100 common classroom discipline problems such as tardiness, bullying, and cheating. Grades K-12.

Teacher’s Encyclopedia Tools $15This set of 50 blackline masters makes the 500 plans in The Teacher's Encyclopedia of Behavior Management even easier to implement. Reproducible, full-page copies of all 50 forms.

Tool for Identifying Other Scientifically Based Interventions

What Works Clearing House http://www.whatworks.ed.gov/

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Additional Intervention Resources

• Intervention Central: www.interventioncentral.org

• University of Kansas Center for Research on Learning http://www.ku-crl.org/

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Referenced Websites• Get It Got It Go (IGDI’s – Preschool CBM’s) http://ggg.umn.edu/

• Doing What Works http://dww.ed.gov

• 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

• Consortium on Reading Excellence (CORE): www.corelearn.com

• What Works Clearing House: www.whatworks.ed.gov

• National Technical Assistance Center onPositive Behavioral Interventions and Supports (PBIS): www.pbis.org

• Illinois PBIS Network: www.pbisillinois.org

• Safe and Civil Schools: www.safeandcivilschools.com

• The Collaborative for Academic, Social and Emotional Learning: www.casel.org

• National Center on Student Progress Monitoring: www.studentprogress.org

• Measured Effects for ISAT/CBM cutscores www.measuredeffects.com