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Bridging Response to Intervention Research with the Real-World
Classroom
Presented by Jenny Hitchcock Ed.D
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Objectives:
Review Response to Intervention Framework
Review Response to Intervention Essential Components
Outline the Four stages of RtI Implementation
Address potential challenges and obstacles
Create an implementation plan; build a bridge from RtI research to classrooms in action
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Response to Intervention Framework
Explicit Instruction Behavioral Prevention and Intervention Assessment Progress Monitoring Outcomes: lessen the gap Outcomes: minimize over identificationNational Center on Response to Intervention. http://www.rti4success.org
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Response to Intervention Essential Components
National Center on Response to Intervention. http://www.rti4success.org
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Implementing Response to Intervention:
1) Exploring and Adopting
2) Planning
3) Implementing
4) Continuously Improving
National Center on Response to Intervention. http://www.rti4success.org/pdf/0644MS_RTI_Implementation_Brief_d3.pdf
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Response to Intervention Framework: Opportunities and Obstacles
Explicit Instruction
Behavioral
Prevention & Intervention
Assessment
Progress Monitoring
Training, best first instruction
Omitted, partial or not explicitly planned
Organization, allocation of resources
Adopted tools and resources
Accountability, Reliability
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Prevention and Intervention: Opportunities and ObstaclesN.S. Rounding Teacher A Teacher B
3 60% 5 100%
3 60% 4 80%
1 20% 3 60%
2 40% 2 40%
3 60% 5 100%
1 20% 5 100%
4 80% 5 100%
2 40% 5 100%
5 100% 5 100%
1 20% 5 100%
2 40% 4 80%
2 40% 3 60%
2 40% 4 80%
1 20% 3 60%
1 20% 5 100%
4 80% 3 60%
2 40% 4 80%
2 40% 3 60%
2 40% 5 100%
1 20% 4 80%
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Essential Components:Opportunities and Obstacles
Screening
Progress Monitoring
Multi-level Prevention System
Data-based Decision Making
Fidelity, Identify AND predict Explicitly organized, quantify
rate of improvement and effectiveness of instruction
Cultural and Linguistic
responsiveness, recognition of student strengths
Data drives decisions and organization
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Building the Bridge: Research versus Reality
Tier 3
Tier 2
Tier 1
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Data based decision making:
50%
5%
45%
15%
10%
75%
15%
25%
50%
33.3%
33.3%
33.3%
30%
30%
40%
30%
40%
30%
30%
35%
35%
KINDER FIRST SECOND THIRD
FOURTH FIFTH SIXTH
5%
10%
80%
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Implementing RtI Model:Opportunities and Obstacles
1) Exploring and Adopting
2) Planning
3) Implementing
4) Continuously Improving
Stakeholders
Effective use of data Allocating timeIntegrity
Remains relevant; resources, training, outcomes
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Implementing: Opportunities and Obstacles
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Backward Plan
Determine desired outcome Reflect on current stage of implementation Identify Site Challenges and Successes Negotiable/Non- negotiable Accountability and Support Timeline: long term and short term
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Implementing RtI
Implementing RtI ExploreAdopt Plan Implement
ContinueTo
Improve
1.Team of stakeholders2. Consensus3. Clear vision4. Educated stakeholders5. Culturally and linguistically developed framework
1. Policies, procedures created
2. Reallocating resources3. Audit of existing
resources4. Leadership roles
5. Implementation plan, PD and evaluation
1.
1. Establishing on-going procedures
2. Refining procedures and efforts
3. Evaluating outcomes
1. Providing on-going PD
2. Monitor and address changes
3. Using evaluation data to identify outcomes
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Implementing RTI
Non-negotiable
funds planning time curriculum materials training progress monitoring tools
student groupings educational blocks number of students assessment human resources
policy time
Negotiable
ExploreAdopt Plan Implement
ContinueTo
Improve
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Identify Site Challenges and Successes at current stage
Challenges
Number of students at tier two and at tier three
Culturally Responsive assessments and instruction
Stakeholders Clear vision Time Funds Training
Resources: human resources, material resources
Successes
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Backward Implementation Plan:June 2012
Desired Outcomes:
Accountability:Support:Time:
May
Desired Outcomes:
Accountability:Support:Time:
April
Desired Outcomes:
Accountability:Support:Time:
District will:Admin. will:Teachers will:Students will:Parents will:Community will:
Adapted from McTighe, J. & G. Wiggins (2004). Understanding by Design: Professional Development Workbook.
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Tools and Resources:
Backward Planning Wiggins, Grant & McTighe, J. (1998). Understanding by Design.
National Center on Response to Intervention. RTI Framework Integrity Rubric RTI Framework Integrity Worksheet Screening Tools
Webinars http://www.rti4success.org
Professional Learning Communities– DuFour, Richard, DuFour, Rebecca & Eaker, Robert (2005). On Common Ground:
The Power of Professional Learning Communities. Indiana: Solutions Tree.
Hitchcock, Jenny [email protected]
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Inspirational Quotes:
“Education is not the filling of a pail but the lighting of a fire.”
– W.B. Yeats
“Life is better understood backward; but it must be lived forwards.”
– Soren Kierkegaard
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References:
DuFour, Richard, DuFour, Rebecca & Eaker, Robert (2005). On Common Ground: The Power of Professional Learning Communities. Indiana: Solutions Tree.
Gresham, F. K. (2002). Responsiveness to intervention: An alternative approach to the identification of Learning disabilities. In R. Bradley, L. Danielson, D. Hallahan (Eds.), Identification of Learning Disabilities: Research to Practice, pp. 467–419. Mahwah, NJ: Erlbaum.
National Center on Response to Intervention. http://www.rti4success.org/whatisrti
Response to Intervention. http://en.wikipedia.org/wiki/Response_to_intervention
Smith, B. (2000). Quantity Matters: Annual instructional time in an urban school system [Electronic version]. Educational Administration Quarterly, 36(5), 652-682
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
Sugai, G. (June 23, 2001). School climate and discipline: School-wide positive behavior support. Keynote presentation to and paper for the National Summit.
Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69(4), 391–409.
Wiggins, G. & McTighe, J.(2005). Understanding by Design. Expanded 2nd Ed. USA: Association for Supervision and Curriculum
Development.