Response to Intervention
A Brief Update on the Work of the NHDOE’s RtI Task Force
Sandy PlocharczykNew Hampshire School Administrators Association
Co-chair of the NH RtI Task Force
January 30, 2009
Response to Intervention
IN BRIEF… Instructional model based on educational
research and rooted in the belief that all children can learn
Referenced in various articles and research since the 1980s
Received national attention during the reauthorization of IDEA 2004, as a tool for assessing and working with struggling learners
BUT… RTI is not a special education intervention or evaluation
NH’s RtI Task Force - The Beginning
In December 2007, a national summit on “Response to Intervention” was held in Arlington, Virginia.
Teams from every state in the United States attended a variety of presentations and began the work that would be continued upon their return home. Theory to “how-to”
“Beginners” t0 “Experts”
NH’s RtI Task Force - The Beginning
The RtI Summit was a collaborative effort among
The Office of Elementary and Secondary Education (OESE)
The Office of English Language Acquisition (OELA)
The Office of Special Education Programs (OSEP)
The Institute of Education Sciences (IES)
NH’s RtI Task Force - The Beginning
The national summit set 3 primary goals:1. To gather teams of key State education leaders
and representatives of selected state affiliate organizations to learn about components and models of RtI.
2. To assist States in scaling up comprehensive models of RtI in their schools and districts.
3. To help States develop a state plan for implementing RtI and provide information about accessing various federal and state resources to assist with implementation.
NH’s RtI Task Force - The Beginning
NH’s team was comprised of 11 people representing:
Department of Education administrators and consultants
Statewide association representatives (Principals, School Administrators, NEA-NH, AFT-NH)
Parent representatives
NH’s RtI Task Force - The Beginning
Step One: NH’s Team created a vision: To have a committed, diverse stakeholder group that
has a shared unity of purpose for optimal student learning.
To have a statewide understanding and common language for an RtI organizational structure that includes universal screening, tiered instruction and intervention, and progress monitoring using a data driven process.
To create a unified structured system for building the capacity of entire school communities to develop and provide collaborative professional development that focuses on the understanding and common language of our shared vision for optimal student learning.
NH RtI Task Force
The purpose of the NH-RTI Task Force is to provide leadership through a state Response to Intervention (RtI) plan for NH school districts that supports the understanding and effective implementation of an RtI model for all NH children.
NH RtI Task Force
Upon return to NH, the RtI Team began its work with facilitators from New England Comprehensive Center
To date, this group has… Broadened and diversified the team and formed the
NH RtI Task Force Learned new/more information about RtI Formed several work groups to address specific tasks Adopted a definition to guide its work in the
development of an action plan for NH school districts
NH RtI Task Force
Organized and supported by the NHDOE,the RtI Task Force is currently preparing a “white paper” to serve as a guidance document to assist NH school districts in… Understanding the core concepts of RtI
Assessing local needs
Determining steps needed to implement a successful RtI model
A closer look…
RtI…What Is It?
Instructional model based on educational research and rooted in the belief that all children can learn
A systems approach to school improvement Not an “add on” Fundamental restructuring of services and resources Takes several years to implement fully
Requires several underlying components…
RtI…What Is It?
1) Well designed, guaranteed and viable general education curriculum based on clear standards
2) Explicit, direct, systematically delivered instruction that ensures the written curriculum is realized with fidelity
3) Curriculum based/formative assessments to measure student progress throughout the year
RtI…What Is It?The NH RtI Task force has
adopted the following definition of RtI:
RtI is the practice of (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 educational decisions.
RtI…What Is It?This definition was included in Response to Intervention: Policy Considerations and Implementation 2005, by the National Association of State Directors of Special Education, Inc. (NASDSE).
The authorship of this resource consisted of nationally recognized research and practice experts in the fields of education and psychology, with leadership provided by W. David Tilly, III of Iowa’s Heartland Area Education Agency.
RtI…Where do Districts Begin?
Schools that follow an RtI model agree that education is about student learning.
RtI…Where do Districts Begin?
Implementation of RtI signifies a commitment to a systems approach to school improvement.
The educational community applies current research to educational
practice and Improves learning results for all
students through a structured, problem-solving process.
RtI…Where do Districts Begin? Educators need to reach consensus on a
variety of issues before RtI is launched. Some school districts may begin their work
through the design of Professional Learning Communities (PLC).
Questions to ask at the outset may include: What is it we (our district) want all students to learn? How will we know when each student has acquired
the essential knowledge and skills? What happens in our school when a student does not
learn?
Core Concepts of RtI
All students receive high quality instruction in their general education setting.
General education instruction is research based.
General education instructors and staff assume an active role in students’ assessment in the curriculum.
School staff systematically conduct universal screenings of academics and behavior.
Core Concepts of RtI
Continuous progress monitoring of student performance occurs.
School staff implement specific research-validated interventions to address students’ difficulties.
School staff use progress-monitoring data to determine interventions’ effectiveness and to make any modifications as needed.
Systematic assessment is completed of the fidelity or integrity with which instruction and interventions are implemented.
How will this work?
How Will This Work?Key Components
High quality general education instruction or positive behavioral support
Provided to all students in general education classes
Using research based instruction and assessment
Matched to student needs Demonstrated to produce high learning rates
for most
How Will This Work?Key Components
Leveled, multi-tired approach provides specific learning supports based on students’ response to general education instruction Primary sources of information are used in decision
making learning rate level of performance
How Will This Work?Key Components
Educators share knowledge and collaborate to make important educational decisions
Provide relevant and targeted instruction Gather student outcome data Determine intensity and expected duration
of interventions Analyze student progress
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Tiered Instructional Design
RtI relies on systematic, tiered instruction.
How many tiers are needed to achieve acceptable prevention outcomes? Many states and local districts have chosen
a 3-tier model
Another option less -- frequently seen -- incorporates 4 tiers
Sample 3-Tier Arrangement K-3 Reading
Tier I: General Education -- All Students Research-validated reading instruction and
curriculum emphasizing 5 critical elements of beginning reading
Multiple grouping formats to meet student needs Core instruction = 90 minutes per day (or more) Benchmark assessment at beginning, middle and
end of the academic year General education classroom/general education
teacher Ongoing professional development
Sample 3-Tier Arrangement K-3 Reading
Tier II: Supplemental (Targeted) Instruction For students identified with marked (reading) difficulties
and who have not responded to Tier I efforts Specialized research validated reading program(s)
emphasizing the 5 critical components of beginning reading Homogeneous small group instruction (1:3-5) Minimum of 30 minutes per day in small group in addition
to 90 minutes of core reading program Progress monitoring (twice) a month on target skills to
ensure adequate progress and learning Setting designated by school (within or outside of general
education class) Personnel determined by school (classroom teacher,
reading specialist, external interventionist)
Sample 3-Tier Arrangement K-3 Reading
Tier III: Intensive Intervention For students identified with marked difficulties in reading
or who have reading disabilities, and who have not responded to Tier I and Tier II efforts
Sustained, intensive, research validated reading program(s) emphasizing the 5 critical components of beginning reading
Homogeneous small group instruction (1:1-3) Minimum of two, 30 minute sessions per day in small
group or 1:1 in addition to 90 minutes of core reading program
Progress monitoring (twice) a month on target skills to ensure adequate progress and learning
Appropriate setting designated by school Personnel determined by school (classroom teacher,
specialist, external interventionist)
Suggested Data Sources for Instructional Tiers
UNIVERSAL ASSESSMENTUNIVERSAL ASSESSMENTAll students are measured 3 times/year on a global measure of
academic or functional performance
NWEA, DIBELS, PALS, CBM (AIMSweb)
TARGETED ASSESSMENTTARGETED ASSESSMENTCriteria is set to identify those “falling behind;” at risk students receive
more frequent measurement (e.g. monthly) of progress in identified academic area CBM, CBA, PM
INTENSIVE ASSESSMENTINTENSIVE ASSESSMENT Comprehensive assessment includes norm referenced tests and
interpretation of progress data from Tier I and II
Back to the RtI Task Force…
WHAT’S NEXT?
What’s Next?
Finalize the “White Paper” and make it available to all NH school districts.
Collect data about the status of RTI in NH districts through a statewide survey
Analyze local needs and coordinate responsive, statewide professional development initiatives
What’s Next?
The upcoming “White Paper” will contain a short list of key resources to help NH districts get started. This list is still in development.
Preliminary suggestions include:
Key Resources
NASDSE RtI Blueprint SeriesResponse to Intervention Blueprints for Implementation: District Level and
Response to Intervention Blueprints for Implementation: School Building Level
• Step by step guidelines, resources and tips• http://www.nasdse.org/
Key Resources
RtI Action NetworkA program of the National Center for Learning Disabilities
Pre-K to High School Resources• http://www.rtinetwork.org/
Key Resources
Virginia’s Response to Intervention Initiative
A Guide for School Divisionshttp://www.doe.virginia.gov/VDOE/studentsrvcs/
rti_guidance_document.pdf
Key Resources
Colorado Department of Education
Response to Intervention: A Practitioner’s Guide to Implementation
http://bvsd.org/studentsuccess/rti/Documents/RtIGuide.pdf
Key Resources
Florida Center for Reading Research
Comprehensive website of research based practices related to literacy instruction and assessment for children in Pre-K through 12th grade
Includes publications and presentations by numerous researchers and authors
http://www.fcrr.org/about/index.htm
Key Resources
Whatever It Takes: How Professional Communities Respond When Kids Don't Learn
Richard DuFour, Rebecca DuFour, Robert Eaker, Gayle Karhanek
Creating schoolwide systems of interventions to meet the needs of all students
Key Resources New Hampshire Center for Effective Behavioral
Interventions and Supports Positive Behavioral Interventions and Supports (PBIS)
Professional development opportunities for project sites and NH districts
http://www.nhcebis.seresc.net/programs_and_services
NH Responds - five-year professional development grant funded by the US Department of Education
Collaborative effort between NH DOE, NH CEBIS, and the Institute on Disability
http://www.ed.state.nh.us/Education/doe/organization/instruction/SpecialEd/NHResponds.htm
Key Resources New Hampshire Reading Excellence
Across Disciplines (NH Reads) Statewide literacy project funded through the
NH DOE and Title II-A funds
Professional development to teachers in the use of research based literacy strategies and resources for parents and students
Brochure link: http://pdb.seresc.net/ElemLeadersMar09.pdf
http://www.seresc.net/ed_nhreads.