Overview: Response to Intervention SLD eligibility process NLU Special Education Supervision Class

Kathy Pluymert Ph.D., NCSPJanuary 24, 2012National Louis University

Overview:Response to Intervention and SLD eligibility process

1What is RTI?RTI isn't a new program It IS:

a system of school improvement

starting with differentiating instruction in the core curriculum

moving towards systematically using data to identify students the core doesn't reach

then identifying and evaluating supplemental interventions for those students

to ensure that ALL students meet ISBE standards.The Goals of RTI Are:To blend classroom teachers, specialists ( RCS, Special Ed teacher, Bilingual teachers) and other support personnels expertise, services and resources into one system that more effectively meets students needs.

Focus on prevention

Target students who are at risk Use collaborative problem-solving to meet the needs of ALL childrenPluymertWhy Do We HAVE To Use RTI?Federal Legislation: NCLB/IDEA 2004 factors

Illinois State Legislation: District submitted ISBE required RTI plan in January 2009. All districts must document RTI starting in 2010 for all LD case study eligibility decisions

New Knowledge: We now have better information about the impact of effective instruction and a good foundation of research on learning. Federal and state government is holding educators accountable for implementing this to improve educational outcomes for all students

Pluymert5RtRtResponse to Intervention (RtI) is the practice of providing 1) 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 (Batsche, et al., 2005). This means using differentiated instructional strategies for all learners, providing all learners with scientific, research-based interventions, continuously measuring student performance using scientifically research-based progress monitoring instruments for all learners and making educational decisions based on a students response to interventions.

RtI has three essential components: 1) using a three tier model of school supports, 2) utilizing a problem-solving method for decision-making, and 3) having an integrated data system that informs instruction.

The Illinois State Response to Intervention (RtI) PlanJanuary 1, 2008

556The Illinois State RtI PlanISBE believes that increased student learning requires the consistent practice of providing high quality instruction matched to student needs.The success of all students toward the Illinois Learning Standards is improved when instructional and behavioral goals are frequently monitored.it is through the continuous use of progress monitoring and analysis of student academic and behavioral growth that proper instructional and curricular responses may be made.ISBE presentation: Kathy Cox, Mark Swerdlik, Christine Martin, 20106The State RtI Plan in Illinois reinforces a comprehensive use of RtI to address the needs of all students.It contains statements such as:Increased student learning requires high-quality instruction matched to student needsFrequent monitoring of instructional & behavioral goals improves the success of ALL students toward the Illinois Learning StandardsAppropriate instructional & curricular responses can be made by using progress monitoring and analysis of student academic & behavioral growth,

New Expectations:We can effectively teach ALL students to meet basic standards in reading, writing and math though offering a multi-tiered continuum of differentiated instruction that varies in intensity

All students in the school should consistently receive academic instruction using research based materials delivered with fidelity

We are being held accountable for ALL students meeting standards

BIG IDEAS in RTI: Core PrinciplesWe can effectively teach ALL children to be competent in reading, writing and math

Use a multi-tier model of service delivery

Intervene early

Use data to determine student progress and see if programs are effective

NASDSE SLIDE

9The foundation of RtI practices consists of a set of beliefs, values and practices that work together to improve teaching and learning for all students. These include the components listed on this slide and the next one. The two points that may need further explanation are:

(1) Use a problem solving methodology. This means data-based decisionmaking around four questions (What is the problem? Why is it happening? What should we do about it? Did what we try work?)

So how do we reach ALL students?

RTI has an impact on classroom instruction through the use a multi-tiered model of service deliverySome students need a little more practice to learn ( re-teaching in the regular classroom)Some need extra practice in small groups in addition to classroom instructionSome need a lot of extra practice, different materials and more individualized instruction

Academic SystemsBehavioral Systems5-10%5-10%10-15%10-15%Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer durationIntensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable proceduresTargeted Group InterventionsSome students (at-risk)High efficiencyRapid response

Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

75-85%75-85%Universal InterventionsAll studentsPreventive, proactiveUniversal InterventionsAll settings, all studentsPreventive, proactiveRTI: A Smart System StructureSchool-Wide Systems for Student Success11How the Tiers WorkResponse to intervention drives decisions regarding intensity of instruction

Higher the tier, greater support and severity of need

Higher the tier, more frequent assessment

Increase level of support (Tier level) until you identify interventions that result in a positive response to intervention

Continue until student strengthens response significantly

Systematically reduce support (Lower Tier Level) as child achieves benchmark level

Determine the relationship between sustained growth and sustained support.12Intensive/Tier 3Strategic/Tier 2Benchmark/Tier 15%-10%10%-20%70%-80%Another way to look at itIowa Department of Education14Side view of RTIAccelerated studentsStruggling studentsGrade level expectationBELL CURVEIowa Department of Education15Tier 1: Core InstructionThe district adopted comprehensive curriculum

Provided for all students

Screening and formative evaluations occur

Core Instruction Core Instruction15Iowas Instructional Decision Making Model begins with Core instruction that uses the guaranteed and viable curriculum that the district has adopted for use with all students.Guaranteed means that all teachers are teaching from the adopted curriculum in the way the curriculum was intended to be taught.Viable means that the curriculum has been empirically proven to improve student learning and that it incorporates scientifically research based learning strategies.Instructional decisions are based on an analysis of data. Core instruction is all that is necessary for most students, most of the time - but there are some students who need more repetition, more frequent feedback, more intensive support, or a different approach or enhancement to reach their full potential.RTI Components: Tier I Tier 1 RTI Activities:Whole-class instruction using research-based curriculumDifferentiated instruction and small group re-teachingUniversal benchmarks to monitor student progress three times per year using curriculum based measuresIdentification of lowest 25%Comparison with teacher judgment and classroom assessments from curriculum 16TIER 1 - DocumentationGeneral Education: Grade Level TeamsUsing Screening Data for Initial Team Decision Making on need for additional data or intervention

Instructional Practices DocumentedFidelity to Core InstructionClassroom based small group skill based focus

Parent Notification/InvolvementScreening/Progress Monitoring DataIf a child is getting more

Pluymert 2010Regularly Scheduled Grade Level or Academic Team Meetings ( Including Specialists)The foundation of effective TIER 1 service delivery.

18Why review data by Grade Level or academic team?Allows for a broader perspective on resource allocation and student performance (particularly in selecting students for small group or individualized interventions)

Allows for a review of how well core curriculum is meeting students instructional needs in aggregate

Possible to disaggregate data to examine subgroups ( Coding students needs to been done to accomplish this)Grade Level Team Meeting: SCREENING DataWho is making good progress in Core instruction and who is at risk or not progressing?

PurposeGrade Level Data Review, Analysis, and Intervention PlanningDefine Tier Cut-Off Scores & Review Triangle Data Group Students According to Tiers & NeedsReview Interventions & Match to Students NeedsReview Resources &Match to InterventionsDEVELOP IPFCreate Updated Intervention Plan and Progress Monitoring plan for Tier 1 & 2Grade Level Data Meetings

Team Meeting Agenda:DATA REVIEW:Prompt review of Screening/benchmarking data by Grade level or Academic Team after each screening in context of other assessments Is Core Instruction resulting in 80% of students meeting benchmarks?

Using benchmarking data to develop flexible, skill based grouping structure and to see who is making good progressPeriodic data review to check student progress

PLANNING FOR INSTRUCTIONDevelop IPF formCollaborative Planning for Differentiated InstructionCollaborative Planning with Specialists to connect interventions and other supplemental work with core instruction

DATA COLLECTIONCoordinate Progress monitoring including data collection and data entry schedules

Using Screening Data during Data Team MeetingsDefine Tier Cut-Off Scores & Review Triangle Data

Big Picture Questions from Screening CORE instruction can be considered by the building School Improvement Team and/or individual Grade Level or Department ( junior high ) teams:

Is our core program meeting the needs of at least 80% of our students?

If not, which skill sets are the students having difficulty with?

What supplemental materials do we have ( or can we get from DOI) to address these skills?

What activities can we plan to provide more targeted instruction OR instructional time in the classroom for ALL students to build these skills?

Are there any subgroups that are NOT meeting benchmarks as a GROUP? If so, do these students have any unique differentiation needs in additional to supplemental instruction?

KEY CONCEPT IN RTIMoving students to supplemental interventions ( i.e. Tier 2) is not a substitute for high quality differentiated instruction in the general education classroom setting.How to use data to see if more differentiated instruction is needed in Tier 1If more than 20% of the student population ( or subgroup) is not successful in Core Instruction, the problem is that there needs to be more differentiation and support in TIER I

A school building can only provide effective Tier 2 for about 10-15% of the population

Example of a Core problem

Courtesy of Christine Martin, Indian Prairie School District, ILGoal: By Spring 2006, 80% of students will be proficient & likelyto meet state standards (115 cwpm).27 CBM and data-based decision makingCBM is one piece of data that suggests additional diagnostic information or progress monitoring is needed

That said:

The CBM and MAP data should be looked at :progressively ( first by grade level, then disaggregated by group, and then individually)in conjunction with other student data to see if it makes sense with what the teachers know about the student

Remember: the team, not the CBM score, is the decision maker

OVERVIEW: Assessment Systems Used in RtI ModelsTaken from Heartland AEA 112929Mastery Measures:Holistic AssessmentsRead Naturally, Read 180Standardized Norm-referenced Tests : ISAT, MAP, CBMAuthentic assessments:Anecdotal records, work samplesStudent Performance ReviewTRIANGULATEWITH RTI : Schools Use Universal Screening Instead of Referral Driven Practices FOR EARLY IDENTIFICATION ( NO MORE WAIT TO FAIL)

e.g., < 25thTier 2 Candidatese.g.,