• What is Response to Intervention (RTI)?

• Philosophy of RtI- How is the process different?

• The Essential Components of RTI

• RTI – Principals’ Perspectives

Agenda Agenda Topics Topics

Special EducationNCLD Report (2007)

• $80 Billion spent on special ed in 2007-08• Students identified for special ed are 2x more likely to drop

out of high school• Students identified for special ed are 2x more expensive than

their general education peers• Graduation rate for special education students is 50.7%• Exit rate from special ed is less than 5%. Not a revolving door,

but a trap door.• Black youth are 2x more likely to be MR and 3x more likely to

be ED. • Sped teachers have little to no training on teaching reading

(National Center on Teacher Quality)

What is Typical – National View?What is Typical – National View?

What is Typical – District View?What is Typical – District View?

– Problem with Federal and State policies– A Two-tiered delivery system – regular ed. and special ed.– Wide teachable range– High referral rates– Low hit rates– Dis-proportionality problems– High percentage of students identified as disabled– Students are required to fail first – discrepancy model– Parents’ enter into a “failing” situation

“If you teach the same curriculum, to all students, at the same time, at the same rate, using the same materials, with the same instructional methods, with the same expectations for performance and grade on a curve you have fertile ground for growing special education.

-Gary Germann, 2003

What is Typical – District View?What is Typical – District View?

– Example: How would you expect 100 first grade students to be distributed across 5 five grade teachers for reading – teachable range?

– How are the expectations for these students communicated?

– How is the progress of each student measured and communicated?

– What happens if the student “falls behind” or “starts ahead?”

What do we know?What do we know?

– About a student’s brain development – wiring vs. re-wiring

– About reading instruction – increased time/contact vs. layering

– About how quickly students respond to instructional changes

– The minutes in an instructional day

– The overflowing nature of teachers’ plates

What is RTI – District View?What is RTI – District View?– Master schedule - common instructional times– More differentiated instruction – narrower teachable range– More collaboration between teachers - better problem solving– More support for teachers - collective ownership of student

success, narrowing of teachable range in classrooms.– More targeted professional development/ coaching/ cross

training– More accountability for good instruction, pacing, and fidelity to

program– Collecting data more frequently and using it to make

instructional decisions

Overview

The Role of the District

• “District level support must be systematically built in to support building-level implementation.”

• The school is the contractor and the district is the inspector of the framework. These roles help ensure fidelity.

• The district is a resource and meets the needs of schools by maintaining consistent support that focuses on the basic components and framework.

Potential Impact on Our DistrictPotential Impact on Our District

– Money - blurring of roles and spending

– Gulf narrowing between general education and special education

– Professional development, instruction, and assessments, and methodology have adapted to reflect new practices

– Professional roles have changed-, reading coaches, math specialist, classroom teachers, special education teachers, principals, central office staff, intervention specialists, principals, and school psychologists

Impact on ParentsImpact on Parents

– The focus of problem solving is on instructional practices rather than on student deficits. Parents find this refreshing.

– The support of the instructional staff - some who do not necessarily work with their child on a daily basis.

– A few parents want a special education label for their child and are frustrated with the timeframe.

– Most parents just want their child to make progress in school.

Problem Solving Model Traditional Student Assistance Team

Use of local norms to provide a performance goal.

No norms.

Investment- long term thinking about kids- marathon, not a sprint…

Short term and reactive.

Interventions performed and data collected by team members, teacher, and intervention assistants. More support for the referring teacher.

Suggestions typically implemented by the teacher making the referral.

Specific research-validated focused interventions designed to remediate weak basic, foundational skills.

Type and quality of interventions vary, many are simply accommodations.

Team is hand-picked, and membership can vary depending on the student’s need

Team membership varies from school to school.

How Is RTI (problem solving model) Different?

Fundamental RTI Components(NASDSE, Tilley )

• Multiple tiers of intervention service delivery

• A problem solving method• An integrated data

collection/assessment system to inform decisions at each tier of service delivery.

RTI Components(as defined by the VDOE Guidance Document)

Quality Instruction

Universal Screening

Fidelity of Implementation

Progress Monitoring

Tiered Instruction

Quality Core Instruction

• Has a high probability of bringing (at least) most students to acceptable levels of proficiency – What is MOST? Most is often defined as at least 80%

Universal Screening• Provides evidence of the functionality of the foundational

curriculum and instructional process. • Identifies students who need MORE-

– More What? More instruction, more diagnostic assessment to target problem areas

• Organizes data in a format that allows teams to inspect group and individual performance.

• Linked to curriculum • Balances accuracy and efficiency• Objective• Quick, repeatable, low cost (Mellard)

Grade level corresponding to age 1 2 3 4

Read

ing

grad

e le

vel 4

3

2

1

5

2.5

5.2

At Risk on Early Screening

Early Screening Identifies Children At Risk of Reading Difficulty

Low Risk on Early Screening

This Slide from Reading First Experts

Alligator

Children get tested Here

Screen Early

Why wait to Fail

Gap Starts Small

Angelique Wynkoop Karie Lane

Grade level corresponding to age 1 2 3 4

Read

ing

grad

e le

vel 4

3

2

1

5

2.5

5.2

Early Intervention Changes Reading Outcomes

At Risk on Early Screening

Low Risk on Early Screening

3.2

Control

With research-based core but without extra instructional intervention

4.9

Intervention

With substantial instructional intervention

This Slide from Reading First Experts

Angelique Wynkoop Karie Lane

Progress Monitoring• Systematic assessment on a regular basis• Purpose:

– Are students profiting from instructional program?

– If not, how do we build a more effective program?

• The higher the tier/need, the greater the frequency of Progress Monitoring.

Fidelity of Implementation Instruction- delivery the way it was

designed to be delivered

Screening Procedures

Progress Monitoring Procedures

Explicit decision making model followed

Characteristics of Effective Intervention at Tier 2 & Tier 3

• Targeted• Systematic• Based in scientific knowledge• Effective, efficient strategies taught• Data is reviewed by a team regularly with fidelity to decision

making rules. Data informs instruction and measures the effectiveness of program.

• Quality training and ongoing support for teaching staff –• no “drive by” professional development• Targeted modeling• Student engagement• Multiple opportunities for student practice• Error correction is explicit and immediate• Spiraling instruction- continuous review

Angelique Wynkoop Karie Lane

2008-2009

Grade

Name

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K Anderson LunchK Burke Intervention Block Science/Social StudiesK Harris Calendar Language Arts Snack/Recess Math Lunch Language Arts Resource Pack Up K Judd Reading/ Cross CurricularK Maloy Math Concepts Lunch

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1st Houser1st Settle Recess Science/ Social Studies1st Shurina Math Lunch Resource1st Van Pelt Language Arts Intervention Pack-UP1st Van Tassel Block

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2nd Martin Science Recess2nd Ovalle Science/ S.S. Resource S.S. Lunch Math Pack-Up2nd Russo Language Arts Int. Block Intervention 2nd Shuster Block

8:258:308:358:408:458:508:559:009:059:109:159:209:259:309:359:409:459:509:5510:0010:0510:1010:1510:2010:2510:3010:3510:4010:4510:5010:5511:0011:0511:1011:1511:2011:2511:3011:3511:4011:4511:5011:5512:0012:0512:1012:1512:2012:2512:3012:3512:4012:4512:5012:551:001:051:101:151:201:251:301:351:401:451:501:552:002:052:102:152:202:252:302:352:402:452:502:55

3rd Vogt Int. Block Int. Block3rd Dalimonte Recess Pack-3rd Gahagen Math Writing Resource Lunch Language Arts Up3rd Huff Homeroom Science/ S.S.3rd Coleman

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4th Baker Science4th Dodson Science/ SS Resource S.S. Lunch Recess Language Arts Pack-4th Ginader Intervention Math Science/SS Up4th Sisk Block Recess

8:258:308:358:408:458:508:559:009:059:109:159:209:259:309:359:409:459:509:5510:0010:0510:1010:1510:2010:2510:3010:3510:4010:4510:5010:5511:0011:0511:1011:1511:2011:2511:3011:3511:4011:4511:5011:5512:0012:0512:1012:1512:2012:2512:3012:3512:4012:4512:5012:551:001:051:101:151:201:251:301:351:401:451:501:552:002:052:102:152:202:252:302:352:402:452:502:55

5th Arthurs5th Edwards Resource Math Science/SS Lunch Science/ SS Pack-5th Frankland Intervention Block Recess Language Arts Up5th Parker

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