14
!"## %&’&" ()*+ %,--./ 012343,3. 5,1.6 7899 !"#$%#&’ )* +&,-%./ 01*2 345&,-%.673"&5*8%3* 9.&:’#-&;4 %< =’#3%.; What is Response to Intervention? ! >’-,%.-’ ;% ?.;’#:’.;&%. @>A?B &- ". ",,#%"81 ;% &C’.;&<4&.7 -;DC’.;- "- 5’"#.&.7 C&-"E5’C @+2B ;1"; ,#%:&C’- ". "5;’#.";&:’ ;% ;1’ ;#"C&;&%."5 C&-8#’,".84 3%C’5 %< &C’.;&F&8";&%.* ! GD&5; %. 0#’-&C’.;H- I%33&--&%. %. JK8’55’.8’ &. L,’8&"5 JCD8";&%. @MNNMB ! :;4<=/.1 >43; <.?/141@ =42?A4<434.2 2;B,<= C4/23 A. :B124=./.= @.1./?< .=,:?34B1 23,=.132 ! 2D.:4?< .=,:?34B1 2;B,<= .-A/?:. ? -B=.< BE D/.F.134B1 ?2 BDDB2.= 3B E?4<,/. IDEA (2004) and RTI ! OPQ1’. C’;’#3&.&.7 Q1’;1’# " 81&5C 1"- " -,’8&F&8 5’"#.&.7 C&-"E&5&;4 "- C’F&.’C &. -’8;&%. RNM/ " 5%8"5 ’CD8";&%."5 "7’.84 -1"55 STA E’ #’UD&#’C ;% ;"V’ &.;% 8%.-&C’#";&%. Q1’;1’# " 81&5C 1"- " -’:’#’ C&-8#’,".84 E’;Q’’. "81&’:’3’.; ".C &.;’55’8;D"5 "E&5&;4 W0*+* XNYZ[[R/ RX[@EB@RB@\B] ! O?. C’;’#3&.&.7 Q1’;1’# " 81&5C 1"- " -,’8&F&8 5’"#.&.7 C&-"E&5&;4/ " 5%8"5 ’CD8";&%."5 "7’.84 3"4 D-’ " ,#%8’-- ;1"; C’;’#3&.’- &< ;1’ 81&5C #’-,%.C- ;% -8&’.;&F&8/ #’-’"#81ZE"-’C &.;’#:’.;&%. "- " ,"#; %< ;1’ ’:"5D";&%. ,#%8’CD#’-P^ W0*+* XNYZ[[R/ RX[@EB@RB@GB] ! To prevent reading difficulties and ! Reduce the number of students who become eligible for special education as SLD by: " Making effective decisions about teaching and learning that ensures success for all children, and " Determining appropriate levels of support and intervention.

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Page 1: Psy lipson

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What is Response to Intervention?

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IDEA (2004) and RTI

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!!To prevent reading difficulties and

!! Reduce the number of students who

become eligible for special education

as SLD by:

"!Making effective decisions about teaching

and learning that ensures success for all

children, and

"!Determining appropriate levels of support

and intervention.

Page 2: Psy lipson

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Tier 1 STANDARDS-BASED CLASSROOM LEARNING:

All students participate in general education learning that includes:

•!Implementation of the Georgia Performance Standards (GPS) through research-based practices

•!Use of differentiation of instruction such as flexible grouping, varied instructional strategies

•!Monitoring progress of learning through multiple formative assessments and analysis of student work

Tier 2 NEEDS-BASED LEARNING:

In addition to Tier 1, targeted students participate in learning that is different by including:

•!Specialized pyramids of intervention

•!Greater frequency of monitoring progress of learning through multiple formative

assessments and analysis of student work

Tier 3 SST-DRIVEN LEARNING

In addition to Tier 1 and Tier 2, targeted students participate in learning that is different by including:

•!Individualized assessments •!Formal Progress Monitoring

•!Interventions tailored to individual needs

•!Referral for specially-designed instruction if needed

Tier 4 SPECIALLY-

DESIGNED

LEARNING Targeted students

participate in :

•!GPS access/extension •!Greater frequency of progress monitoring

•!Specialized programs,

methodology or instructional delivery

Response to Intervention (RtI):

Georgia’s Student Achievement

Pyramid of Interventions

Georgia Department of Education Kathy Cox, State Superintendent of Schools February 5, 2008 All Rights Reserved

The RtII Framework

Page 3: Psy lipson

Intervention: Establishing a

Coordinated Continuum of

Support

Tier 1

Regular

Classroom

Instruction 80-90% of Students

Tier 2 Classroom

Intervention

Provide

Differentiated

Instruction

(Small Group

of Individual)

5-10% of

students

Slow growth or No Growth

Slow or No Growth

Tier 3 Supplemental,

customized,

Intervention

(Individual or

Samll Group)

5-10% of

students

Accelerated Growth

Accelerated Growth

Slow or No Growth

Tier 4

Referral to Special

Education for

possible LD

1.5-3% of

students

Accelerated Growth

International Reading Association GUIDING PRINCIPLES

!! Instruction

!! Responsive Teaching and Differentiation

!! Assessment

!! Systemic and Comprehensive

!! Collaboration

!! Teacher Expertise

10

http://www.reading.org/Libraries/Resources/RTI_brochure_web.sflb.ashx

IRA Guidelines on RTI Principles #5: Systemic Approaches

!! “RTI must be part of a comprehensive, systemic approach to language and literacy

assessment and instruction that supports all preK-12 students and teachers.”

11 12

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Page 4: Psy lipson

!! General education-led effort implemented within the general education system; coordinated with all other

services, including special education, Title I, ELL, Migrant Education, etc.

!! System to provide instructional intervention immediately upon student need

!! Process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures.

RTI is a(an): RTI Management: Teams

!! Review school-wide student performance data

!! Prescribe instructional or behavioral interventions for students based on intensity of identified needs

!! Set short- and long-term

goals for the school and students to progress toward established benchmark or standards

!! Group all students via level of intervention based on student performance data

!! Monitor students’

progress toward established goals and benchmarks

!! Adjust interventions

based on student performance data

The Promise…

!! Children’s needs are addressed as soon as they are noted;

!! Focus on prevention that can reduce unnecessary student failure, labeling, segregation, and remediation in special education; and

!! The artificial general and special education barriers should be eliminated

Unsettling Facts

!! Of the 6 million children in special education, half of those are identified as having a "specific learning disability," and the number has grown more than 300 percent since 1976.

!! Roughly 6 percent of all school-age children are being served as LD under IDEA

!! Special education placements tend to stabilize the reading growth of students with reading disabilities rather than accelerate it. (Vaughn, 1998, Moody, 2000)

!! Students who enter special education 2+ years below age mates can be expected to maintain disparity or fall farther behind.

!! Effect size for LD programs is .29 (Reschly)

Page 5: Psy lipson

Points of Consensus

!! The current state of affairs needs addressing "! Struggling readers, generally speaking, have not

improved their achievement or performance very much ….Whether that is reading intervention or

special education

"! Disproportionally more poor and minority students fail to learn to read well.

!! Waiting for students to fail is not acceptable

!! Providing more effective instruction is worth doing

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Page 6: Psy lipson

21

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Page 7: Psy lipson

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Situate RTI with the School Improvement Process

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28

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Page 8: Psy lipson

29

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Specifically…..

!! Educators may be working from out-dated materials or may have had limited PD to prepare them for new roles

!! Teachers may not be teaching with enough urgency

and/or differentiating instruction for small groups of students

!! Reading professionals may not detail the nature of

their interventions (vs 30 minutes 4 x week)

"! What focus and goals?

"! What materials

"! How long?

"! How will we know?

Page 9: Psy lipson

Specifically…..

!! Special educators/para educators may not have sufficient literacy expertise to tailor programs for

individuals

!! The assessment plan may not be coherent or may be inadequate to capture varying profiles of need

!! There may be no historical legacy of collaboration "! Scheduling time to collaborate can be a real challenge

"! Preparing people to engage in collaborative consultation may be an even greater one

Using the Principles and the Research to

Improve Literacy

Instruction and Achievement $

WORKING TOWARD SOLUTIONS

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Page 10: Psy lipson

Research—Teachers’ Core Instruction

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Research—Teacher Expertise

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Good Teaching Matters

!! “Many students currently identified as learning disabled would not have been identified if instruction had been appropriately targeted and responsive” (Scanlon et al. 2008, p. 1)

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Page 11: Psy lipson

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1. Identify a Collaborative Leadership Team

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!! (G'8%3'("8UD"&.;'C(Q&;1(;1'(#".7'(%<(%,;&%.-(".C(

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2. Engage in Self-assessment

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Page 12: Psy lipson

Consider….

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Consider….

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3. Develop an Action Plan

!! How will existing initiatives and opportunities be incorporated into any systemic plan for action

!! Describe the approach to RTI to be used

!! Identify and address concerns and barriers

!! Identify needed resources, PD, materials, assessment tools, etc.

!! Identify what outcomes will be used to measure effectiveness

!! Establish a timeline for implementation

4. Make Decisions

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Page 13: Psy lipson

4. Make Decisions

!! Decide who will be involved in shaping interventions and in making decisions about

students’ response to instruction

!! Identify the assessment system to be used

!! Determine the PD required for classroom teachers,

literacy specialists, and special educators

!! Establish benchmarks for monitoring students’ progress

!! Decide how data will be collected, displayed, and discussed

!! What improvements can/should be made in classroom instruction (that would benefit all Ss)?

!! What does customization and intensification look like for each successive tier?

!! Are intervention designs documented so that:

"! It is clear what instruction the students are receiving?

"! They can be used with other students who have similar difficulties?

!! Are the interventions complementary to Tier 1

instruction?

!! What provisions have been made to limit interventions

and keep scheduling flexible?

Taking Stock

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d! L81%%5-(8".H;(Q"&;(<%#(C&-;#&8;-(;%(C%(;1'(Q%#V*(A1'4(1":'(;%('K"3&.'(;1'&#("--';-(".C(D-'(;1'3("-(ED&5C&.7(E5%8V-(;%(3%:'(

<%#Q"#C*(

RTI

RTI Requires Top-down and Bottom-Up Action

Page 14: Psy lipson

#!(J:'#4%.'(&-(Q%#V&.7(

;%Q"#C("(-1"#'C(:&-&%.(

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From: Mosenthal, Lipson et al. (2004) !

As Fullan (1997) has noted,

“Productive educational change roams somewhere between over-control and chaos…You cannot mandate what matters, because what really matters for complex goals of change are skills, creative thinking, and committed action” (pp. 33-35)

.