response to intervention guidance overview november 6, 2008 10:00 am our session will start...
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Response to Intervention Guidance OverviewNovember 6, 200810:00 am
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Response to Intervention:
The Georgia Student Achievement Pyramid of Interventions
Response to Intervention
Process of aligning appropriate assessment with purposeful instruction for all students.
Tier 1 Non-negotiables
Tier 1
STANDARDS-BASED CLASSROOM LEARNING:• All students participate in general education learning that
includes: – Universal screenings to target groups in need of specific instructional
support. – Implementation of the Georgia Performance Standards (GPS) through a
standards based classroom structure. – Differentiation of instruction including fluid, flexible grouping, multiple
means of learning, and demonstration of learning.– Progress monitoring of learning through multiple formative
assessments.
Tier 2 Non-negotiables
NEEDS-BASED LEARNING:• In addition to Tier 1, targeted students participate in
learning that is different by including:– Standard intervention protocol process for identifying and
providing research based interventions based on need and resources.
– On-going progress monitoring to measure student response to intervention and guide decision-making.
Tier 3 Non-negotiables
SST-DRIVEN LEARNING:• In addition to Tier 1 and Tier 2, targeted students
participate in learning that is different by including:– Intensive, formalized problem solving to identify individual
student needs.– Targeted research based interventions tailored to individual
needs.– Frequent progress monitoring and analysis of student
response to intervention(s).
Tier 4 Non-negotiables
School Data Teams
• Data Teams in each school serve as the driving force for instructional decision making in the building.
• The team will use data during the year to monitor growth in terms of the rate of increase shown at the district, school, classroom or student level.
• The data team is responsible for targeting the areas of needed improvement and working to address the specific issues related to those areas.
• The data team will identify additional “detective work” assessments needed to determine the root cause of the identified underperformance.
Universal Screening
For a screening measure to be useful, it should satisfy
three criteria (Jenkins, 2003):• It needs to identify students who require further
assessment.• It needs to be practical.• It needs to generate positive outcomes (accurately
identifies students without consuming resources that could be put to better use).
Interventions
• Scientifically proven interventions mean that scientific results have already been published in peer-reviewed journals using the scientific rigor described in the definition from NCLB (see chapter 3).
• Research based interventions mean the methods, content, materials, etc. were developed in guidance from the collective research and scientific community.
• Evidence-based interventions indicate that specific data is available that shows the intervention improves student outcomes.
Differentiation
Content: Multiple options for taking in information
Process: Multiple options for making sense of the ideas
Product: Multiple options for expressing what they know
Environment: Multiple arrangements and settings to foster engagement
and relevance.(From the Sacramento City Unified School District)
Flexible Grouping
• Based on student performance• Fluid movement• Assessment data used to create groups• Flexible time periods (one hour, one week, etc)• Transfer of learning from flexible group to
general instruction
Progress Monitoring
• Progress monitoring is a scientifically based practice that is used to assess students academic performance and evaluate the effectiveness of instruction.
• Progress monitoring can be implemented with individual students or an entire class.
• Common Formative Assessments• Knowing students through assessments
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Tier 2: Strategic -PALS
Aimline= 1.50 words/week
Trendline = 0.55 words/week
Poor RTIDr. George M. BatscheCo-Director, Institute for School ReformFlorida Problem-Solving/RtI Statewide ProjectUniversity of South FloridaTampa, Florida
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Tier 2: Strategic -PALS
Tier 3: Intensive - 1:1 instruction, 5x/week, Problem-solving Model to Target Key Decoding Strategies, Comprehension Strategies
Aimline= 1.50 words/week
Trendline = 0.2.32 words/week
Positive RTI
Dr. George M. BatscheCo-Director, Institute for School ReformFlorida Problem-Solving/RtI Statewide ProjectUniversity of South FloridaTampa, Florida
Behavior
• School-wide expectations• Data determines focus• Consistency of school-wide plan• Identification of individuals not
meeting expectations• Interventions provided
Fidelity
Fidelity of implementation is the delivery of instruction in the way in which it was designed to be delivered
Roles and Responsibilities
• State level leadership• System level leadership• Building level leadership• Classroom teachers• Intervention and instructional specialists• School psychologists• Parents
Funding
• RTI is an organizational framework and alignment of resources for student support
• School districts should create a plan to build the capacity for future support for students and their needs.
• Use of various existing funds to provide interventions for students
Summary of Recommendations regarding the implementation of Response to Intervention (RTI):
• The Georgia Department of Education recommends districts and schools maintain a deep focus on the development of standards-based learning environments in all classrooms.
• The Georgia Department of Education recommends districts and schools monitor the transfer of learning from all interventions to the Tier 1 general classroom.
• The Georgia Department of Education recommends districts create a system to monitor the fidelity of implementation of instruction (including interventions) at all Tiers of the Student Achievement Pyramid of Interventions.
• The Georgia Department of Education recommends the formation of a data team at each school. • The Georgia Department of Education recommends the problem solving process checklist be used as a guide for
implementation of the problem solving process. • The Georgia Department of Education recommends the use of a blended approach (problem solving process and
standard protocol) to solving student learning concerns.• The Georgia Department of Education recommends the use of a universal screening process three times per
year.• The Georgia Department of Education recommends districts and schools use an established data-management
system to allow ready access to students’ progress monitoring data.• The Georgia Department of Education encourages districts to use evidence-based protocols to provide a
common framework for choosing evidence-based interventions.• The Georgia Department of Education recommends districts evaluate the distribution of existing funds for
supporting interventions in schools.
Response to Intervention
Process of aligning appropriate assessment with purposeful instruction for all students.
