RESPONSE TO

INTERVENTION

_______District Presentation______, 2008

What is Response to Intervention (RTI)?

Effective Educational Practices for All

• “RTI is the practice of providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about change in instruction or goals and applying child response data to important educational decisions. RTI should be applied to decisions in general, remedial and special education, creating a well-integrated system of instruction/intervention guided by child outcome data.”

(NASDSE, 2005)

High-quality instruction and intervention matched to student need

• Instruction and intervention must be based in scientific research and practice to produce high learning rates for most students (NASDSE, 2005)

Progress Monitoring

• Learning rate (over time) refers to student’s growth in achievement or behavior competencies over time compared to prior levels of performance and peer growth rates

• Level of performance refers to a student’s relative standing on some dimension of achievement/performance compared to expected performance

(NASDSE, 2005)

Benefits of Progress Monitoring

• Accelerated learning due to more appropriate instruction

• More informed educational decisions• Documentation of progress for

accountability• More efficient communication with

families and other professionals• Higher expectations for all students

Important educational decisions

• Interventions– Intensity– Duration

(NASDSE, 2005)

Core Principles of RTI

• We can effectively teach all children• Use research-based, scientifically validated core

instruction with fidelity• Use assessment data to inform instructional

decisions (variety of data including screening and progress monitoring)

• Use a problem solving method to make decisions within a multi-tier model of service delivery

• Use research-based, scientifically validated interventions matched to student need with continuous progress monitoring

• Intervene early• Use data as part of the evaluation process for

determining eligibility for special services

RTI

First….• Look at how system addresses student

needs– It is our responsibility to identify the

curricular, instructional, and environmental conditions that enable learning

Before….• Looking to the individual learner to

explain why students are struggling

Tier I:All StudentsCore Class Instruction

Tier II:Students with insufficient progress in Tier I Group and individual research-based interventions

Tier III:Students with insufficient progress in Tier I/Tier IISustained Intensive InterventionsPossible Special Education Identification for students with insufficient progress with Tier III interventions

~80% of Students

~15%

~5%

Three Tiered Model

Special Services

Increa

sing S

upp

ort

Advantages of Multi-tiered Approaches

• Provides instructional assistance in a timely fashion• Helps ensure a student’s poor academic

performance is not due to poor instruction or inappropriate curriculum

• Informs teacher and improves instruction because assessment data are collected and closely linked to interventions

• Serves students who require little intervention as well as students who require long term intervention

• Matches level of support to student need• Informs instructional needs for special education

decisions• Allows for exit from special education when

appropriate based on ongoing measurement of progress and response to intervention

Prerequisites of Multi-Tiered Approaches

• Promoting a systems approach focused on prevention

• Integrating, coordinating, and differentiating academic and behavioral supports

• Using screening and progress monitoring measures

• Making data-based decisions with a dual focus on both the group and individual student levels

• Employing evidence-based teaching practices (Chard, et al. in press; Kame’enui, Good, & Harn, 2005; Sugai & Horner, 2005)

Why RTI?

The purpose of an RTI approach

is to eliminate the

“contextual variables”

(e.g., lack/poor/inconsistent instruction)

as the explanation of learning difficulties

(Fuchs & Vaughn, 2006)

• Implementation of RTI is predicated on effective practices in general education classroom

– Students can not be identified as having a learning disability if their difficulty is due to a lack of instruction

– Programs need to be research-based and implemented as designated

– Prevention-oriented

– “RTI requires a way of thinking about instruction, academic achievement, and individual differences that makes it impossible to implement without fully involving general education” (Technical Assistance Paper, ODE, p. 2)

Why RTI?

Delaware

Regulations

on

RTI

Effective Date: June 11, 2008

(reflects changes to the

August 11, 2007

RTI Regulations)

RTI Phase-In

• RTI required for reading in elementary grades will begin with 2008-2009 school year

• RTI required for math in elementary grades will begin with a schedule determined by DDOE

• RTI required for secondary will begin with a schedule determined by DDOE

• Students who are already eligible for special education will not have to be evaluated under RTI until their next required reevaluation

General requirements

• DOE-approved rubrics must be used to select programs of instruction and Tier 2 and Tier 3 interventions for reading and mathematics

• Most interventions at all Tiers occur in the general education classroom

• Fidelity of implementation of instruction and interventions and adherence to the core curriculum are critical

• 80% rule and school based team review

General Requirements

• All elementary students will be screened at least three times per year– First screening for at risk students within 2 weeks of

beginning of school– Screening for all students shall be regularly spaced

throughout the school year

• All students at risk at the secondary level will be screened at least three times per year– Screening for all students shall be regularly spaced

throughout the school year

• Screening instruments will be norm referenced or curriculum based

• Progress monitoring instruments must be curriculum based

TIER 1

• Students not at benchmark on any screening…

– At or below 25% percentile on norm referenced assessment or designated cut point on curriculum based measure • Provide Tier 2 interventions in addition to core program

– Between 25% percentile on norm referenced assessment or designated cut point on curriculum based measure and benchmark• School based team reviews program and progress

• At least 6 weeks of Tier 1 interventions

• Progress monitor every two weeks

TIER 2

• Weekly progress monitoring • Small group• At least 90 minutes per week• No less than 2 sessions per week• At least 6 weeks of Tier 2 interventions• For students identified in need of intervention

in both reading and math, instructional support teams will design intervention for no less than 120 minutes

TIER 2 (continued)

• If no progress, or insufficient progress, after 6 weeks of Tier 2 interventions, then Instructional Support Team reviews

– Additional assessments?– Changes in instruction or behavioral interventions?– Child requires Tier 3 interventions?

• If no progress, or insufficient progress, after 12 total weeks of Tier 2 interventions, child moves to Tier 3 interventions

TIER 3

• Weekly progress monitoring continues• Smaller group than Tier 2• At least 150 minutes per week • No less than 4 sessions per week• At least 6 weeks of Tier 3 interventions• For students identified in need of intervention

in both reading and math, instructional support teams will design intervention for no less than 180 minutes

TIER 3 (continued)

• If after 6 weeks of Tier 3 interventions (for a total of 18 weeks of intervention)…– progress is made, but child is not on trajectory to meet

end-of-year benchmarks, then instructional support team reviews• Additional assessments?

• Changes in instruction or behavioral interventions?

• Refer for special education evaluation?

– Child has made no progress, then instructional support team refers the child for special education evaluation

• If after 6 additional weeks of Tier 3 interventions (for a total of 24 weeks)…– progress is made, but child is not on trajectory to meet

end-of-year benchmarks, then instructional support team refers the child for special education evaluation

FLEXIBILITY BETWEEN TIERS

• System permits students to move between tiers of intervention based on progress toward benchmarks and instructional support team review

• Special education re-evaluations available to permit students to move between general and special education

Delaware RTI at a Glance

1. Tier I implementation of scientific, research-based core curriculum aligned with Delaware Content Standards

2. Differentiated instruction matched to student need

3. Tiers II and III of increasingly intense scientific, research-based interventions matched to student need

4. Instructional intensity addressed through duration, frequency and time of interventions, group size, and matched instructor expertise to student need

Delaware RTI at a Glance

5. Individual problem-solving model and standardized intervention protocol for intervention tiers

6. Screening and progress monitoring to assess entire class progress and individual student progress

7. Explicit decision rules for assessing learner’s progress

8. Fidelity measures to assess consistency of instructional methods, curriculum, interventions, and assessment

What are the Specifics for ___________________School District?

1. Tier I Curriculum and Instruction Expectations:

Tier I Fidelity Measure Checks:

What are the Specifics for ___________________School District?

2. Tier II Interventions:

Tier III Interventions:

Intervention Fidelity Measure Checks:

What are the Specifics for ___________________School District?

3. Tier II Duration, Frequency, Group Size and Instructor Match Expectations:

Tier III Duration, Frequency, Group Size and Instructor Match Expectations:

What are the Specifics for ___________________School District?

4. Individual Problem-Solving Model:

Standardized Intervention(s)?:

What are the Specifics for ___________________School District?

5. Screening Tool:

Progress Monitoring Tool:

Putting it

All Together

Working as a Team to Maximize Resources & Outcomes for Students

• Curriculum (Programs and Materials):– Ensuring comprehensive coverage to essential literacy and math skills – Use of research-based targeted programs (Supplemental and

Intervention) for specific students or to fill needs of groups of students

• Instruction:– Coordinating instructional resources (Title, Special Education, ELL, etc.)– Incorporating differentiated instructional practices– Prioritizing and protecting instructional time (sufficient time for students

needing additional support)– Strategic use of grouping to maximize learning

• Assessment– School-wide Screening & Progress Monitoring– Evaluating benefits for students, classrooms, schools and districts

• Professional Development:– Instruction: Scheduling, grouping, behavior management– Programs and Materials: understanding the complexities and nuances– Progress Monitoring: Interpreting data at the school, class, and student

level

RTI

Framework

for Classroom Teachers

Universal Screening for the Classroom Teacher

• View objectively how your entire class is doing on specific skills

• Determine objectively and regularly the deficit areas and skill performance in order to match interventions

• Set goals in measurable ways• Track how whole class and individuals

are progressing throughout the year• Share objective data with parents and

other professionals on the progress of individual students

School-wide Screening Data Decision Making

• Entire class performing below instructional level indicates a possible need for – immediate change in lesson delivery before students

get further behind– implementation fidelity check– additional professional development– a review of classroom composition

• Multiple classes performing below instructional level indicates a possible need for – curricular changes – additional professional development

(LRP Publications, 2006)

Tier I Instruction for the Classroom Teacher

• Provide high quality instruction using the district curriculum

• Differentiate instruction as needed• Progress monitor students using ____________

tool every two weeks who fall between 25% (or designated cut point) and benchmark using the __________ screening tool.

• Provide intervention• Participate as a member of a collaboration team

(such as a grade level or content area team) to discuss instructional strategies and review data

(LRP Publications, 2006)

Tier II Instruction for the Classroom Teacher

• Continue to implement the core curriculum • Present data to instructional support team when

data supports ineffectiveness of the six week Tier I intervention

• May be the primary interventionist of Tier II • May be primarily responsible for weekly

progress monitoring to determine effectiveness of intervention plan

• Provide intervention: standard protocol and/or research based designed intervention(s)

• Continue as member on instructional support team while student is on intervention plan (LRP Publications,

2006)

Tier III Instruction for the Classroom Teacher

• Continue to implement the core curriculum• Continue to be primary educator responsible for

student’s education• Work collaboratively with primary interventionist• Difference between Tier II and Tier III

– Intervention may vary or change – Duration, time, and intensity increase

• Continue as member on instructional support team while student is on intervention plan

(LRP Publications, 2006)

Progress Monitoring for the Classroom Teacher

• Collect data every two weeks at Tier I and weekly at Tier II and Tier III

• Calculate weekly improvement rate by determining difference between current baseline and end of the year benchmark

• Graph results• Plot progress monitoring points• As part of the instructional support team, make

decisions about progress and intervention plan • Mark graph if change in intervention plan • Share objective data with parents and other

professionals on the progress of individual students

(LRP Publications, 2006)

Progress Monitoring Data Decision Making

• Student not meeting grade level expectations– due to lack of content/instruction– due to lack of performance– due to lack of attendance in intervention (staff or

student)– due to lack of fidelity in implementation

• Sufficient progress– three consecutive progress monitoring points on aim

line, return to Tier I only (at any point after initial six weeks)

– continue with intervention– continue to progress monitor

• Insufficient progress– change in instruction/intervention– change in behavior plan– change in intensity

Role

of

Specialists

and

Support Staff

Specialists and Support Staff

• Psychologists• Special Education Teachers• Reading Specialists• Math Specialists• Minner Reading Teachers• Minner Math Teachers• Speech Language Pathologists• Title I Teachers• Library Media Specialists• Counselors• Nurses• Paraprofessionals• Teacher-to-Teacher Cadre

Variety of Roles (one or several; list not exhaustive)

• RTI Coordinator• RTI Coach• Administrator of Universal Screening Tool• Administrator of Progress Monitoring Tool• Tier I, Tier II, and/or Tier III Interventionist• Instructional Support Team Lead or Member• Data Coach• Literacy Coach• Math Coach• Professional Development Lead/Provider

Lily and Jack participate in the general curriculum

School Team reviews screening data and reviews and

adjusts regular programLily and Jack aren’t

doing well

Lily/Jackimproves

Lilyimproves

IST Team designs intervention

Continuesgeneralprogram

Lily/Jackdoesn’t

improve

Lilydoesn’t

improve

Special Education evaluation is initiated

Lily/Jack may recycle

Lily/Jack may recycle

Intervention is intense and LD is suspected

How RTI Works

In Delaware School Team/IST Team designs Intervention/s

Lily/Jackdoesn’t

improve

Lily/Jackimproves

Continues with intervention or may resumeGeneral program

Continues with intervention or may resumeGeneral program

Lily is above the 25th percentile

but below benchmark

Jack is below the 25th percentile

RTI is a collaborative and systemic approach to addressing the needs

of all students.

Thank you