Building RTI Capacity

© 2013 University of Texas System/Texas Education Agency

Response to intervention: What is it, and what does it mean for secondary schools?

2013 Texas ACE Conference

Austin, TX

August 8, 2013

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Definition of RTI


“RTI is the practice of

From: National Association of State Directors of Special Education. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: Author.

(1)  providing high-quality instruction/intervention matched to student needs and

(2) using learning rate over time and level of performance to

(3) make important education decisions. These three components of RTI are essential.”

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Key components of RTI


•  All students receive high-quality core content area instruction.

•  All students are screened to identify those who are making adequate grade-level progress and those who are falling behind and at risk for learning difficulties.

•  At-risk students are provided with immediate, evidence-based intervention instruction.

•  At-risk students’ progress is monitored frequently to ensure the intervention is meeting their needs.

•  Professional development is provided to educators to enhance the instruction and intervention they provide.

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A Four-Legged Stool for RTI

Student Success

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Inst

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Inte

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Pro

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Differentiated instruction IS NOT:

–  Using only whole-class instruction

–  Using small groups that never change

–  Using the same reading text with all students

–  Using the same independent seatwork assignments for the entire class

Differentiated instruction IS:

– Using assessment data to plan instruction and group students

– Teaching targeted, small groups

– Using flexible grouping (changing group membership based on student progress, interests, and needs)

– Matching instructional materials to student ability

– Tailoring instruction to address student needs

RTI instruction = Differentiated instruction

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A 3-Tier Intervention Model •  Is an example of a multi-tiered RtI model

•  Is based on prevention models from the health field

•  Provides an instructional framework for preventing learning difficulties

•  Can be used with any scientifically-based content area program

•  Focuses on instruction that uses scientific research-based core and intervention programs

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A 3-Tier Model (cont.) •  Uses assessment data to drive specially

designed (differentiated) instruction for all students

•  Identifies struggling or at-risk students

•  Provides at-risk students with additional instruction/intervention support

•  Provides professional development to enhance teachers’ knowledge and skills in preventing learning difficulties

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A 3-Tier Model: Overview Tier I: Core classroom instruction that all students receive, assessment of student progress three times per year, and ongoing professional development Tier II: Intervention (additional instruction) and frequent progress monitoring (e.g., every 2 weeks) that struggling learners receive Tier III: More intensive intervention and frequent progress monitoring (e.g., every 2 weeks) that students with extreme learning difficulties receive after not making adequate progress in Tiers I and II

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How do we intensify intervention?

Increase scaffolding (steps) to close gaps in skills

Increase the opportunities for students to receive immediate corrective feedback

•  Smaller group •  Quicken the lesson pace

Increase the amount of time in the intervention session

Increase the duration of the intervention period

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Who provides instruction in each tier ?

•  Classroom teachers provide Tier I core classroom content area instruction for all students.

•  Each school determines who teaches students in Tier II (e.g., classroom teacher, specialized teacher, special education teacher) and Tier III intervention (e.g., specialized teacher, special education teacher).

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I

II

III Core classroom instruction

All students

Strategic Intervention

Approximately 20–30% of students

Intensive intervention

Approximately 5–10% of students (May include

special ed students)

A 3-Tier Model for Intervention

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Key elements of Tier I instruction

•  Core content area instruction that focuses on the grade-specific essential components

•  Research-based instructional practices

•  Systematic assessment of ALL students three times per year

•  Ongoing professional development to provide teachers with the necessary tools to ensure every student receives high-quality instruction

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Teachers use assessment data to form instructional groups •  Flexible grouping means grouping and

regrouping students based on their progress, interests, and changing needs.

•  Groups can be formed within a class, within a grade, and across grades.

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High-quality Tier II intervention

•  Targets struggling learners (e.g., identified by assessments given three times per year)

•  Includes additional, targeted instruction in the essential components that have the highest impact on student learning

•  Involves frequent progress monitoring (e.g., every 2 weeks)

•  Uses assessment data to inform instruction (e.g., grouping, planning/delivering effective lessons, scaffolding instruction)

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Tier II intervention differs from Tier I instruction

•  Tier II intervention is more explicit, systematic, intensive, and supportive with struggling learners receiving more instructional time (e.g., an additional 30 minutes) than regular Tier I classroom instruction.

•  Tier II is conducted with small, same-ability groups within or outside the classroom setting.

•  Tier II instruction involves frequent progress monitoring (e.g., every 2 weeks) to track student progress and inform instruction.

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Use grouping formats recommended for each tier •  Tier I: A variety of grouping formats (e.g., individual,

pairs, small groups, and whole group)

•  Tier II: Same-ability small groups (e.g., three to five students)

•  Tier III: Same-ability small groups of three students or fewer, depending on student needs

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Teachers use progress monitoring assessment data to inform intervention

•  Grouping students

•  Setting individual student goals

•  Planning targeted instruction

•  Scaffolding instruction

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Implementation Challenges in Secondary Schools


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Challenges for each component

•  Assessment

•  Instruction

•  Intervention

•  Professional development


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Challenges: Assessment

Identifying assessments Universal screener/benchmark

Progress monitoring (intervention)

Administering assessments [Who will do it? When do we teach them how? When do we assess (calendar)]

How do results inform our instruction?


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Challenges: Instruction

Instructional Scrutiny Research-based vs. traditional practices

Reading instruction across the content areas

Using assessment information to inform instruction Forming groups

Designing differentiated instruction

Focusing on individual student needs


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Instruction: Key features • Providing explicit instruction •  Scaffolding student instruction •  Maximizing student engagement •  Holding high expectations •  Classroom management

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Classroom Management

Positive Behavior Support (PBS) system

Implementing small groups

Using work stations/centers

Establishing routines

Dealing with transitions


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Challenges: Intervention Scheduling additional intervention time

Selecting intervention programs/strategies to meet identified student needs

Identifying and supporting interventionists

Establishing intervention entry/exit criteria for each tier of intervention

Documenting students’ responses to intervention

Collaborating with students’ other teachers


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Tool: Collaborative Instructional Log

• Facilitates communication among educators who work with a student

• Documents an intervention plan and student’s responses over time

• Includes short term goals and strategies taught

• Provides progress monitoring data


26 © 2013 University of Texas System/Texas Education Agency

©2007 The University of Texas at Austin page 1 of 2

Collaborative Instructional Log

Student: ________________________________________ Grade: ________ Homeroom Teacher: _______________________________

Baseline/Current Reading Assessment

Annual Reading Goals

Comprehensive Reading Instruction

Special Education Individualized Education Program (IEP)

Instrument: _________________ Date: ______________________ PA: ________________________ Phonics: ____________________ Fluency: ____________________ Vocabulary: _________________ Comprehension: _____________

Intervention Exit Criteria:

Program: ____________________ Teacher: _____________________ Amount of Time: ______________ Time of Day: _________________ ____ daily Other: ___________

Specially Designed Instruction:

Comprehensive Reading Instruction Setting:

Intervention Setting: Group:

Intervention Period

Priority Intervention Strategies

Teacher(s) Responsible

Notes on Student Response Progress Monitoring Assessment Data

(dates)

(schedule)

Progress Goals

PA ______ CO ______ PH ______ VO ______ FL ______

(score/benchmark/status)

PA ____/____/____ PH ____/____/____ FL ____/____/____ CO ____/____/___ VO ____/____/____

Intervention Period

Priority Intervention Strategies

Teacher(s) Responsible

Notes on Student Response Progress Monitoring Assessment Data

(dates)

(schedule)

Progress Goals

PA ______ CO ______ PH ______ VO ______ FL ______

(score/benchmark/status)

PA ____/____/____ PH ____/____/____ FL ____/____/____ CO ____/____/___ VO ____/____/____

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Challenges: Professional Development

Using data to identify PD needs

Developing a PD plan (district and campus) that builds teachers’ knowledge and expertise

Scheduling PD Basic, “just-in-time,” and refresher sessions

Job-embedded, PLCs

Staffing changes

Providing follow-up to support new practices

Evaluating PD impact on student outcomes


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PD Topics

Providing effective, explicit instruction Research-based instruction and intervention strategies Using assessment data to form student groups and inform instruction Administering assessment measures (BOY, MOY, EOY, & PM) Providing interventions as designed

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Challenges: Implementation Scheduling/finding time

•  For interventions

•  For teacher collaboration

Classroom management

Developing a data management system

“Bird-dogging” the RTI implementation plan

Allocating resources to meet student needs


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Walk the RTI Talk…

•  Hold high expectations

•  Accept no excuses

•  Be patient: “baby steps” first

•  Support life-long learners

•  Communicate positive examples

•  BUILD CAPACITY!

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Contact Information

Pamela Bell, Ph.D. [email protected]

Building RTI Capacity Web site

http://buildingRTI.utexas.edu

Collaborative Instructional Log http://buildingrti.utexas.org/PDF/At_Risk_log.pdf
