response to intervention: a framework for educational reform
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Response to Intervention:A Framework for Educational Reform
What does this mean for gifted education?
Response to Intervention:A Framework for Educational Reform
What does it mean for gifted education?
NAGC
Tampa, Florida
November 2, 2008
Daphne Pereles
Colorado Department of Education
Lois Baldwin
Westchester County, NY
Structure for Discussion RtI as an overall systemic change
Definition Components Framework
Infusing gifted language and consideration through each component An opportunity not to be missed Identifying resources
Next Steps How will you use this information to include gifted in your RtI plans?
ULTIMATE PURPOSE of RTI
Not to determine whether a student qualifies for
special education, but
rather to enhance the success of students with a
variety of academic and
behavioral needs.
Core Principles We believe that…
ALL children can learn and achieve high standards as a result of effective teaching.
ALL children can learn and achieve high standards as a result of effective teaching.
All students must have access to a rigorous, standards-based curriculum and research-based instruction.
Intervening at the earliest indication of need is necessary for student success (Pre K-12).
A comprehensive system of tiered interventions is essential for addressing the full range of student needs.
Core Principles Student results are improved when ongoing academic
and behavioral performance data are used to inform instructional decisions.
Collaboration among educators, families and community members is the foundation to effective problem-solving and instructional decision-making.
Ongoing and meaningful involvement of families increases student success.
All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability.
Effective leadership at all levels is crucial for the implementation of RtI.
RtI Defined(Colorado Dept. of Education)
Response to Intervention is anapproach that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social-emotional, and behavioral needs.
A continuum of evidence-based, tiered interventions with increasing levels of intensity and duration is central to RtI.
Collaborative educational decisions are based on data derived from frequent monitoring of student performance and rate of learning.
The overarching purpose of RtI implementation
is to improve educational outcomes for all
The overarching purpose of RtI implementation
is to improve educational outcomes for all
students.
How it fits
Traditional vs. Problem-Solving
Focus on problems within child
Focus on outcomes
Causes presumed to be largely due to internal variables
Causes presumed to be largely due to external variables
Unexpected underachievement (relative to ability)
Unexpected underachievement (relative to good instruction)
IQ-Achievement discrepancy
Failure to respond to empirically validated instruction or interventions
Assumes better classification leads to better treatment
Decisions about students based on progress monitoring data
Traditional vs. Problem Solving for GT
How are programming needs for gifted and advanced learners currently determined?
What variables might be considered in a problem-solving model to determine programming needs?
Practitioners’ Guidebook
Six Components Understanding the Three-Tiered Model Key Definitions Role Expectations RtI after Implementation Special Considerations Glossary Resources
Six Essential Components of RtI Leadership Curriculum & Instruction Problem-Solving/Consultation Assessment/Progress Monitoring School Culture & Climate Family and Community Engagement
Leadership State
Training Guidelines
District Professional development Resources Development of leadership roles
Building Time Fidelity Support problem-solving process Develop action plan
Curriculum Across the Tiers Universal Tier
Provide foundation of curriculum and school organization that has a high probability(80 – 90% of students responding) of bringing students to a high level of achievement in all areas of development/content
Choose curricula that has evidence of producing optimal levels of achievement (evidence-based curriculum)
Targeted Tier Supplemental curriculum aligned with Core Curriculum and
designed to meet the specific needs of the targeted group Intensive Tier
Focused curriculum designed to meet the specific needs of the targeted group and/or individual
Consideration of replacement Core curriculum
Curriculum: Guiding Questions(District or School )
Is curriculum evidenced-based and sufficient? How document evidence and what constitutes evidence
(both quantitative and qualitative)? Is the curriculum aligned to the standards? How will the Core curriculum identify needs and how
will they be addressed? How will the effectiveness of the Core curriculum be
monitored and adapted over time? For which children/students is the Core curriculum
sufficient and not sufficient, and why? What specific supplemental and intensive curricula
are needed (does the Core curriculum need to be changed)?
For which children/students is the Core curriculum sufficient and not sufficient, and why?
How would this be answered for students exhibiting possible gifted behaviors?
What specific supplemental and intensive curricula are needed (does the Core curriculum need to be changed)?
How might this question be answered for gifted learners?
How might this inform programming options for gifted learners?
Instruction Across the Tiers Universal Tier
Instructional strategies that are proven effective by research Instruction that is systematic and explicit Differentiated instruction
Targeted Involves homogeneous small group or individual instruction Explicit and systematic instruction targeting specific skill/content Research-based instruction to such student factors as age, giftedness,
cultural environment, level of English language acquisition, mobility, etc. Supplemental to Tier I instruction -- increasing time and intensity
Intensive Explicit, intense instruction designed to unique learner needs Delivered to individuals or very small groups Narrowed instructional focus and increased time
Problem-Solving ProcessDefine the Problem
Directly Measure Behavior/Skill
Analyze
Validate Problem
Identify Contributing Variables
Implement
Develop Plan
Implement Plan as Intended
Progress Monitor
Modify as Necessary
Evaluate
Response to Intervention
The Problem-Solving Process
Steps in the Process Roles of the Team1. Define the Problem What is the
problem?2. Problem Analysis Why is this
problem occurring? 3. Implement Plan What are we going
to do about it? How will we monitor progress?
4. Evaluate Response to Intervention
Did it work?
1. Coordinator
2. Consultant
3. Recorder
4. Timekeeper
5. Parent
6. Persons with Expertise in:
• Data
• Interventions
- Academic/Behavioral
• Parent Partnerships
• Community Resources
Problem-Solving Team
Comprised of teachers (classroom and special educators), specialists, and parents
Partner with parents Plan prescriptive interventions for students Promote shared responsibility for student
learning Collect and review data Evaluate responsiveness to intervention
Assessments in RtI Screening and Benchmark
Universal measures that give a quick read on whether students have mastered critical skills.
Diagnostic Individually administered to gain more in-depth information and guide appropriate instruction or intervention plans.
Progress Monitoring Determines whether adequate progress is made based on individual goals regarding critical skills.
Outcome Provides an evaluation of the effectiveness of instruction and indicate student year-end achievement when compared to grade-level performance standards.
Purposes of Assessment
Identify strengths and needs of individual students
Inform problem-solving process
Inform instruction and necessary adjustments
Evaluate the effectiveness of instruction at different levels of system (e.g., classroom, school, district)
Inform educational decisions
Outcomes of Progress Monitoring
• ScreeningGoal: To identify students at academic or behavioral risk
• Benchmark TestingGoal: Evaluation of students at designated periods
• Strategic MonitoringGoal: Monitoring individual students using ongoing information about specific skills.
• Intensive MonitoringGoal: Based on an individualized plan, monitoring individual students using ongoing information about specific skills and interventions.
Outcomes of Progress Monitoring Screening
Identify types of screening tools currently used for gifted students
Benchmark TestingHow is benchmark testing currently being used for gifted students?
Strategic MonitoringHow might this type of skill development monitoring for gifted students be helpful?
Intensive MonitoringWhat specifics would be needed to identify GT plan monitoring? How can this be used to measure effectiveness of individual programming?
Progress Monitoring in RtI
Strategic Monitoring
Targeted interventions based on data that students’ need for more
For students who are struggling with specific skills
Monitoring occurs more than at the universal level to ensure intervention is working (e.g., every 4-6 weeks).
•AApproximately 5-10% of students.
Intensive Monitoring
Intensive interventions based on comprehensive evaluation.
For students with most intensive needs that may be several grade levels behind or above.
Monitoring occurs more often to ensure intervention is working (e.g., every 1-2 weeks).
Approximately 1-5% of students.
Universal Level
Research-based, high quality general education.
Screening and benchmark testing for ALL students.
Data continues to inform instruction, but less frequently (e.g., 3 times a year).
Enough monitoring for 80-90% of students.
A caring school community
Instruction in appropriate behavior
and social problem-solving skills
Positive Behavior Support (PBS)
Effective academic instruction
Positive School Climate:Essential Elements
Defining and consistently teaching expectations of behavior for students, parents and educators
Acknowledging and recognizing students and adults consistently for appropriate behaviors
Monitoring, correcting or re-teaching behavioral errors
Positive School Climate: Essential Practices
Engaging teachers in a collaborative team problem-solving process that uses data to guide instruction
Including families in a culturally-sensitive, solution-focused approach to supporting student learning
Positive School Climate: Essential Practices
Family & Community Engagement
Effective partnerships include: Parents Families Students Community members Educators
Indicators of effective partnerships: Sharing information Problem-solving Celebrating student successes
Central to effective partnerships is the recognition of shared responsibility and ownership of student challenges and successes.
Key Roles/Expectations for Families
Collaborate with teachers regarding identified need
Share information about child and family as appropriate
Support student learning at home Attend Problem-solving team meeting Partner in intervention planning and
progress monitoring
PUTTING IT ALLTOGETHER
BEST PRACTICES of Tier I Core Instruction Assessment/Progress Monitoring Data discussions What should the overall process look like during Tier I?
Core Instruction During Tier I Scientifically based core instructional
programs and practices Based on state/district standards and
benchmarks Intervention occurs within the general
design of the classroom (flooding, flexible grouping)
Instructional changes are made based on classroom and school-wide assessment
Data Discussions in Tier IProfessional Learning CommunitiesData-dialogue meetingsGrade or Content-level meetingsMeeting should be efficient, organized and scheduled regularlyDiscuss
Whole group, flexible group changes, class changes at secondary
Curricular gaps based on review of class benchmarks or other data
Assessment in Tier I
Progress monitoring is conducted primarily using school-wide screenings three times per year
Classroom assessments Benchmarks Quarterly and Unit Assessments
The Overall Process of Tier I
Teachers evaluate school-wide assessment data to inform
instructional placement decisionsMonitor all students Differentiate instruction, groupings, accommodationsComplete documentation for students needing targeted interventions
BEST PRACTICES of Tier II:and how to Distinguish from Tier I
Problem Solving Process Data dialogue Assessment/Progress Monitoring Design of Instruction/Intervention
What should the overall process look like at this tier?
Data Dialogue in Tier II:
Consultation between consultant and teacher to define and analyze a measurable problem prior to
problem-solving team meeting.Focus on data that is specific to problem identified.Problem-solving team meeting led with facilitator which is timed, sequential and efficient.
Assessment in Tier II:
Progress is monitored more often (weekly, bi-monthly)
Progress is monitored repeatedly for a period of time using consistent CBM tool
Trends in performance are used to gauge effectiveness of supports and interventions
Ineffective intervention plans are changed in a timely manner
Intervention plans are modified based on emerging needs
Gap Analysis A critical factor in determining whether a
student is making sufficient progress in Tier I is conducting a Gap Analysis.
Example:Benchmark vs. Current Level of Performance = Gap
90 wpm/40 wpm = 2.25
2+ = Significant Gap and signifies a need for Tier II or Tier III intervention to close the Gap between student and peers
How might this be modified to show appropriate growth for gifted learners?
Can this be modified for gifted learners? A gap from what?
Design of Instruction/Intervention in Tier II: How to distinguish from Tier I
Instruction supplements, not supplants core instructionFocus on non-responders to Tier IShort-term intervention Homogeneous, same ability small group (3-5 students) instruction
The Overall Process of Tier II
Goals: to gain critical academic or behavior skills so students can return to the core curriculum or to enhance academic or behavior instruction to maximize student learning
Specific progress monitoring occurs to inform
instruction Ongoing consultation occurs between case
manager/consultant and teacher
BEST PRACTICES of Tier III:
Problem Solving Process Data dialogue Assessment/Progress Monitoring Design of Instruction/Intervention
What should the overall process look like at this tier?
Problem-Solving Process in Tier III:
Identify why interventions have been unsuccessful
Develop and improve existing interventions or generate new interventions that are more intensive
Data Dialogue in Tier III:
Identical to Tier II, happens in problem-solving team meetings with same process
Consultants continue to dialogue with classroom teacher, parent, etc. between meetings to support intervention plan
Progress Monitoring in Tier III:
More oftenProgress monitoring may need to happen every week; however, depending on the grade level and/or skill less often may be sufficient (every other week) Modifications are made to individualized instruction in response to the data collected
Design of Instruction in Tier III:and how to Distinguish from Tier II
The intervention may stay the same but will increase in Intensity (more time per session) Frequency (additional sessions during
day or week) Duration (implement intervention over
longer period of time in weeks) The focus of the intervention may change
as well
Overall Process of Tier III: Supplemental – continue to educate student in
core curriculum and with the interventions that have been implemented if successful
Interventions and progress monitoring intensify If the goal is to gain academic and behavior
skills the lack of progress and inability to close the Gap with intensive interventions may indicate a disability issue
Understanding and Utilizing the
Comprehensive Evaluation Tool
Evaluating Systems
Implementation Rubric
Response to Intervention – Professional Development Continuum
Focus of Professional Development
Beginning Level Intermediate Level Advanced Level
Leadership
1) Philosophy2) Leadership Role Expectations 3) Understanding Problem- Solving, Progress Monitoring, and Intervention Development
Philosophy of RtIBuilding Responsibilities and ExpectationsComponents necessary for effective implementation of RtI
Administrator RolesCoordinator RolesLeadership ExpectationsShared Leadership and decision making
Trainer of TrainersUnderstanding the Problem-Solving Process, Progress Monitoring & Intervention Development
Curriculum
& Instruction
1) Accommodations, modifications, and interventions.2) Rigor and Relevance3) Differentiated Instruction4) Identifying appropriate intervention intensity 5) Using data to develop individual interventions
Understanding accommodations, modifications and interventionsDifferentiated InstructionRigor and Relevance
Identifying appropriate interventions based on time, intensity, and instruction
Using data to develop appropriate individual interventions
Problem -Solving Process
1) Consultation Overview2) Collaborative Consultation skills and expectations3) Utilizing the Problem-Solving Process in the RtI Model
Consultation OverviewWhat are consultants roles What are teachers rolesDifference between Consultation and other skills
Collaborative Consultation Skills and ExpectationsDeveloping an efficient and effective consultantConsultation in Problem-solving Process
Utilizing the Problem- solving process in RtI: from referral to resultsIdentifying a Specific Learning Disabilities utilizing the Problem- solving process
Response to Intervention – Professional Development Continuum
Focus of Professional Development
Beginning Level Intermediate Level Advanced Level
Assessm
entProgress M
onitoring
1)What is Curriculum Based Measurement? 2)Training on administering, scoring, and using CBM data3)AIMs Web & Intervention Central4)Effectively monitoring behavior
What is CBM? (Definition and Examples)Important components for monitoring behavior
Training on administering and scoring CBMAIMs Web Intervention CentralDiagnostic Assessments
Next steps in utilizing CBM to make instruction decisions based on dataFunctional Behavior Assessment
School Clim
ate & C
ulture
1)Building Consensus2)Developing Professional Learning Communities3)Establishing regular and consistent data dialogues at each Tier4)Positive Behavior Support
Developing consensus:
oDistrictoBuilding
Utilizing Positive Behavior Support
Professional Learning Communities Data Dialogues:
oTier IoBehavior Data
Making instructional decisions based on achievement dataMaking system decisions based on behavior data
Parent & C
omm
unity Involvem
ent
1)What is RtI? What does RtI mean for my student?2)What is a comprehensive evaluation when utilizing the RtI process?3)How do community resources support RtI?
What is RtI? What is a comprehensive evaluation when utilizing the RtI process?
How do community resources support RtI?
Evaluating Systems
What are the training needs in the district/school?
Helpful Websites• Intervention Central: progress monitoring, intervention ideas, behavior resources www.interventioncentral.org
• Aimsweb: progress monitoring resourceswww.aimsweb.com
• What Works Clearinghouse: Strategies and programs that are researched basedwww.w-w-c.org
• Doing What Works: U.S. Department of Education resources on interventions that are research basedwww.dww.ed.gov
• Florida Center for Reading Research: reading research based informationwww.fcrr.org
• Pikes Peak Literacy Strategies Project:Strategies for the 5 components of reading (phonemic awareness, phonics, fluency, comprehension and vocabulary)www.pplsp.org
• National Progress Monitoring Organization: progress monitoring toolswww.studentprogress.org
Helpful Websites
Helpful Websites
Colorado Department of Education--RtI Resources www.cde.state.co.us/cdegen/RTI.htm
National Association of State Directors of Special Education www.nasdse.org
• Education, compensatory education, special education, and gifted education in operating as a seamless, unified system.
• Ensures all students receive high quality instruction and are held to high standards of achievement.
• Provides help more quickly to struggling learners, preventing the “wait-to-fail” phenomenon.
• Alternate interventions – special education or other eligibility-driven programs not only pathway.
• Shifts focus from eligibility to a focus on effective instruction and results.
• Lowers proportion of minority students misidentified as needing special education.
RtI: Meeting the Needs of ALL Students
Excellence can be achieved if you…
Care more than others think is wise…
Risk more than others think is safe…
Dream more than others think is practical…
Expect more than others think is possible…
- Roland Barth
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