Pyramid Response to Intervention (PRTI)

Scientific Research-BasedIntervention (SRBI)

Norms

Be Flexible Disagree with ideas not people “What if” rather than “yes but” positive solutions Electronic devices? Consensus = Fidelity? Side Bars Bird Walking – use parking lot for off topic ideas TRUST confidentiality Respect Group Agenda overrides personal agenda Active listening Mission First!

Group Dynamics

FormingStormingNormingPerformingChange v. Growth

Why we have norms

Our task is HugeOur resources are limitedThe stakes are highTwo versionsMy Way!PLC Way!

Agenda

Set Foundation for committee Why What How

Overview of RTIRTI ProcessPLC configurationsDuality of Instruction and Intervention

Whole Picture

Acronyms!Not another initiative! We haven't finished the other one yetWe need… (time, training, $$$, people)Everyone is doing this and at the same

place we are.

Professional Learning CommunitiesDesigning, Implementing, Assessing, Adjusting the student performance cycle.

1. Power StandardsMSW

2.Develop and Administer Common Formative Pre-Assessments

CFAADIUBD

Cycle of Inquiry On Teaching and Learning

3. Data Team Process

DDDM

4. Design & ImplementDEI R&R

7. Discuss and adjustinstructional strategies

ROI

5.During instruction Collect data RTI

6. Data Team Process DDDM

Why I Became a teacher.

Essential Questions

What is our mission? Why create a PRTI?

To assure high levels of learning for all students!

Our Mission

The task of RTI is HUGE!

Your task is hugeDaunting in the age of do more with

less.So – do we need more things or can we

work smarter with what we got?

The task is HUGE but doable!

Failure is not an option

List how is this similar to our mission Didn’t wait for buy Timeof day Working conditions No time No training Need is the same!

For all students to learn, we must Start with a highly effective research-based core

instruction.

Systematically identify students who are not succeeding in our core program.

Provide these students additional time and support until they learned.

Over the past decade, two proven processes have been developed to achieve this goal:

1. Pyramid of Interventions

2. Response to Intervention

Pyramid of Interventions Response to Intervention

Pyramid Response to Intervention

Pyramid Response to Intervention

Why Adopt an RTI Model?

RTI: An answer to that question! Intended to provide an educational

experience to all students that is focused upon delivering a powerful core instructional program and interventions and frequently monitoring the progress of students receiving interventions and then adjusting and changing the interventions as appropriate

Keys to Implementing RTI

Key components Problem solving and collective responsibility Quality core instruction Universal screening and diagnostic assessment Interventions Progress monitoring Intervention efficacy and fidelity PLCs

PLC as Foundation

Focus on Learning Collaborative Culture Focus on Results 3 questions that guide a PLC

What do we want people to know and do? How will we know they mastered it? What will we do for those who don’t and/or wont?

PLC Task Sheet

To guide our intervention program, common assessment information must tell us

1. Which students did or did not master specific essential standards

2. Which instructional practices did or did not work

Big Idea 3: Focus on Results

To guide your site interventions, you need timely and frequent information

on your students’ achievement in meeting an agreed-upon standard(s) on a valid assessment in comparison to others

—DuFour, DuFour & Eaker

Characteristics of an Effective Intervention Program

Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic

Do we have a sense of urgency when implementing interventions?

Is mastery the goal or the variable?

Urgent

Learning Equation

Current Version Targeted Instruction +Time + Quality = Mastery Fixed Fixed Variable Variable Where else would this be acceptable?

New Version Diff Instruction + Time + Quality = Mastery Fixed Variable Fixed Fixed

Characteristics of an Effective Intervention Program

UrgentResearch based Directive Timely Targeted Administered by trained professionals Systematic

What is Research based Instruction?

Handouts – Marzano 9

Characteristics of an Effective Intervention Program

Urgent Research basedDirective Timely Targeted Administered by trained professionals Systematic

Are targeted students required to attend or participate?

Directive

Characteristics of an Effective Intervention Program

Urgent Research based Directive

Timely Targeted Administered by trained professionals Systematic

Timely

Extended time to learn

essential standards

Timely school response when

students don’t learn

Characteristics of an Effective Intervention Program

Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic

Identify students for interventions based upon the cause of their struggles, not by the symptoms.

Targeted

Targeted

Students who don’t do their work

Students who lack the skills to do their work

Targeted

Intentional non-learner

Wont’s

FailedLearner

Cant’s

• Make them do the work!

• Care more about them doing the work than they care not to do it.

• Need a “tight,” timely process of accountability, more than highly trained teachers.

Interventions for Intentional Non-Learners

• Provide additional time and practice.

• Fill learning gaps (prerequisite skills).

• Provide “different” instruction.

Interventions for Failed Learners

Characteristics of an Effective Intervention Program

Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic

Who will teach or otherwise implement this intervention? Do our instructors have the training and resources necessary for success?

Administered by Trained Professionals

Characteristics of an Effective Intervention Program

Urgent Research based Directive Timely Targeted Administered by trained professionalsSystematic

Systematic Response

Schools systematically identify, monitor, and revise individual student intervention needs every 3–4 weeks.

Interventions are part of a system that ensures, no matter to which teacher a student is assigned, the same thing happens when they don’t learn.

Tier 1:

Core Program

Tier 2:

Supplemental Interventions

Tier 3:

Intensive Interventions

At Risk

Responsive

Unresponsive

Unresponsive

Responsive

Consideration of Special Education Placement

41

80% of your students should be here.

15% of your students should be here.

5% of your students should be here.

Three-Tier Model of School Supports

Academic Systems Behavioral Systems

1-5%

Tier 3: Intensive, Individual Interventions• Individual students• Assessment-based• High intensity• Of longer duration

1-5%

Tier 3: Intensive, Individual Interventions• Individual students• Assessment-based• Intense, durable procedures

5-10%Tier 2: Targeted Group Interventions•Some students (at-risk)• High efficiency• Rapid response

5-10% Tier 2: Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

80-90%Tier 1: Universal Interventions•All students•Preventive, proactive

80-90% Tier 1: Universal Interventions• All settings, all students• Preventive, proactive

Three-Tiered Modelof School Supports

Students

Universal Screening

Short, quick, easy-to-administer probes Aligned to curriculum Measure basic academic skills

Documents whether a child is on track 3 times/year (fall, winter, spring)

Individual student data can be utilized to validate the effectiveness of interventions. Is the gap closing?

Universal ScreeningAt secondary level, screening tools should:Identify students who require further

assistance.Be practical.Generate positive outcomes by

accurately identifying students without consuming resources that could be put to better use.

(Jenkins, 2003)

Interventions

Tier 1 All students are screened to find students

at-risk (universal screening). All students receive core program which

includes differentiated instruction. Responsive students remain in Tier 1. Unresponsive students move to Tier 2.

Interventions

Interventions become more intensive by:Increasing the frequency (5 times/week

rather than 3 times/week)Increasing the duration (50 minutes

rather than 30 minutes)Decreasing the pupil–teacher ratio

Tier 1 Intervention Menu – Academics

Literacy Core = Houghton-Mifflin Supplements =

Flexible grouping at instructional level

Tucker Signing Guided Reading Add’l supplements per

data

Math Core = Everyday Math Supplements =

Math Minutes Yearly Progress Pro Vertical/developmental

alignment of outcomes: Committee alignment of standards and curriculum (e.g., aligning MCA II expectations with class)

Tier 1 Intervention Menu – Behavior

Responsive Classroom Bullying Prevention

(building-wide antibullying plan)

All-School Morning Meetings

Take-a-break Social Conferencing Buddy Teacher Problem-Solving Class

Meetings Role Play Corrective Teaching Pre-Referral manual

Peer Mentor Teacher Support Plans Student Strengths Plan Structured Response Plan Access to fidgets or other

sensory items Visual Schedule Conflict Resolution Parent information Secure 4:1 ratio of

Positives to Corrections in classroom

Classroom organization (environment)

Interventions

Tier 2 Creative, flexible scheduling creates sufficient

time for small-group instruction. Personnel are used creatively. Thirty minutes of additional time and support,

3–4 times per week. Progress is monitored more frequently than

in Tier 1. Responsive students return to Tier 1. Unresponsive students move to Tier 3.

Tier 2 Intervention Menu – Academics

Core = Houghton-Mifflin Supplements:

Sonday System Read 180 Repeated reading Six Minute Solution Incremental Rehearsal Error correction

procedures Word Study Additional time with Additional time with

Reading Specialists Reading Specialists engaging in specific engaging in specific data-driven interventiondata-driven intervention

Core = Everyday Math Supplements:

Math Minutes Yearly Progress Pro

(assessment and instruction – in progress)

Intervention Central Everyday Math – games

and core concepts Math notebooks Additional time with Math Additional time with Math

Specialists engaging in Specialists engaging in specific data-driven specific data-driven interventionintervention

Tier 2 Intervention Menu – Behavior

Check-In-Check-Out (M&M club)

Social Skills Group (targeted)

Targeted Classroom Intervention

Mini-FBA w/PBSP School-based group

counseling Mentor program Need-a-break cards Instruction in self-

monitoring strategies Work systems

First/Then cards Sensory breaks –

preventive Morning run-through of

visual schedule Parent conference and

targeted support Peer mediation Access to calming space

– as needed Modifying academic

expectation What Am I Working For?

Cards

Interventions

Tier 3 It is more intensive, with frequent individualized

intervention. Interventions are highly targeted, prescriptive–

diagnostic, and focused on causes not symptoms. Actual interventions may be the same as in Tier 2,

but are more frequent and longer in duration. Progress is monitored even more frequently than

in Tier 2.

Tier 3 Intervention Menu – Academics

Literacy Core = Houghton-Mifflin Supplements = Small

Group or 1-1 Instruction Reading Mastery Orton-Gillingham Tucker Signing Word Study Repeated reading Six Minute Solution Incremental Rehearsal Error correction

procedures individually-designed

instruction based on multiple curricula

Math Core = Everyday Math Supplements = Small Group

or 1-1 Instruction Math Minutes Yearly Progress Pro

(assessment and instruction – in progress)

Intervention Central Everyday Math – games and

core concepts Math notebooks Additional time with Math Additional time with Math

Specialists engaging in Specialists engaging in specific data-driven specific data-driven interventionintervention

Tier 3 Intervention Menu – Behavior

One-on-one or direct skills instruction w/task analysis

FBA w/full Behavior Intervention Plan

Pull-out behavioral instruction

Pull-out instruction in schedule strategies, social stories, etc.

Wrap-around, person-centered planning

Crisis intervention plan School-based individual

counseling Instruction in self-

monitoring strategies

Instruction in conflict resolution

Access to calming space – as needed and strategic/planned use

Special education resource room

Frequent sensory experiences planned throughout day (preventative)

Intensive teaching of how to run a schedule and implement changes

Parent training Out of building placement

Progress Monitoring

Used to assess students’ academic performance, continuously measure student performance growth, and provide objective data to evaluate the effectiveness of instruction AND interventions

Progress Monitoring

Teachers assess students’ academic performance on a regular basis

• To determine whether children are profiting appropriately from the typical instructional program and

interventions

• To provide more effective interventions for children who do not benefit adequately from typical instruction and intervention

Progress MonitoringBrief assessments are conducted frequently.Assessment occurs throughout the

intervention.Results are evaluated to determine whether

student response to intervention is adequate.Student progress is tracked continuously.CBMs are frequently used for progress

monitoring.

Progress Monitoring

Sensitive to small changes in student performance

Relatively quick and simple to useFrequent comparison (as frequently as

twice weekly) of current level of performance to desired level of performance

Progress MonitoringWhat’s a good response to an intervention? Good response

Gap is closing. Teacher can extrapolate a point at which the student will

catch up to peers—even if this is a long-range target! Questionable response

Rate at which gap is widening slows considerably, but gap is still widening.

Gap stops widening but closure does not occur. Poor response

Gap continues to widen—no change in rate of growth.

Learning for All

“Response to Intervention offers the best opportunity in the past 3 decades to ensure that every child, no matter how gifted or challenged, will be equally valued in an education system where the progress of every child is monitored and individualized interventions with appropriate levels of intensity are provided to students as needed.”

—East (2007)

Process and Mechanics of moving studentsPeriod B1Students in AdvisorySortingRoutingArrivingTimingConfirmingIf Delivery People ran intervention

Identification

Four Groups1. CansCan’ts (Academic)

2. Long Term 3. Short Term

4. Wont’s (Behavioral) Not disciplinary

Technology

Communications?Example

Changes in Teacher ActionsResponsible for all studentsInstructional changesTesting schedules, mapping,

benchmarksTesting preparationsIntervention supports instruction Standardized classroom managementData, Statistics, and Results

A. DATA DRIVEN PRIORITIES

a. SET measurable, annual goals for: Math; Art; Writing; P.E.

b. IDENTIFY low - scoring skills/standards, e.g.

MATH: “operations with fractions” WRITING: “voice”; “word choice” P.E. “run a mile under ____ minutes”

“maim your opponent in dodge ball”

c. USE formative assessment data to

IMPROVE INSTRUCTION

B. GOAL ORIENTATION: ANNUAL GOALS — set by subject, course GOAL: We will improve in

(Physics; French; Advanced Curling)

from: 47% (2004) to: 52% (2005)

Peter Senge: “More than ? goals is the same as none at all.”

BRUTAL FACT: Most teachers don’t know their goals

C. TEAMWORK: BRUTAL FACTS

“The self-managing team should become the basic organizational building block.” Tom Peters

“Collaborative teams…the primary engine of school improvement efforts.”

Rick DuFour

IN SCHOOLS…such teams are rare in the extreme

II. GUARANTEED CURRICULUM Quarterly/monthly ADMINSTRATIVE REVIEW

“Show & Tell” each month, quarter

assessment results (per curriculum map)

gradebook (that reflect standards taught)

student work (per curriculum maps)

Is this a fair, reasonable requirement?

Materials

ExamplesPlanning DocumentsData

Lessons Learned

Systems Change is hard! Systems Change is hard! Rely on systems change ideas; don’t let the Rely on systems change ideas; don’t let the

initiative be the reason you’re changinginitiative be the reason you’re changing Intervention Integrity Checks / FidelityIntervention Integrity Checks / Fidelity Grade Level PLC TeamsGrade Level PLC Teams

Consistency; differences in perceptions of Consistency; differences in perceptions of purposepurpose

Implementation in new buildings – using “what Implementation in new buildings – using “what works” vs. allowing new staff to go through the works” vs. allowing new staff to go through the processprocess Pacing; funding; training; etc.Pacing; funding; training; etc.

Staff changesStaff changes

Lessons Learned Diverse training needs within and between grade Diverse training needs within and between grade

levels, buildings, etc.levels, buildings, etc. S/ST – Responsiveness to staff needsS/ST – Responsiveness to staff needs Staff roles – balancing expertise, flexibility, funding, Staff roles – balancing expertise, flexibility, funding,

etc.etc. Re-framing vs. re-specializing (a new title with Re-framing vs. re-specializing (a new title with

the same duties doesn’t cut it!)the same duties doesn’t cut it!) Conflicts can arise when people don’t Conflicts can arise when people don’t

understand why someone isn’t doing what understand why someone isn’t doing what they’ve always done before!they’ve always done before!

Perceptions of what’s “fair” Perceptions of what’s “fair” Philosophical differences (e.g., Bottom-up skills vs. Philosophical differences (e.g., Bottom-up skills vs.

Whole Language instruction, fluency as instructional Whole Language instruction, fluency as instructional objective; Punishment vs. skill-building orientation)objective; Punishment vs. skill-building orientation)

Humble Suggestions – 1: Start with What You’ve Got!

1) START WITH CONSENSUS BUILDING The best way to kill an initiative is to have it lead the

change! Let the need for change guide the initiative!

2) Inventory what you’ve got! (i.e., Look in your closet before you buy those new shoes!)

Current core curricula and interventions (Tier? Eligibility? Who Delivers?)

Data sources (does your data tell you the story you need for making decisions? Where are there holes? Do you have a district/building Assessment Plan including screening, diagnostic eval, etc.?)

Problem-Solving Structures (system or individual level? i.e., grade level teams, PLC’s, Collaboration Groups, Houses, lateral teams, TAT/SAT/SIT/PAT, etc.; eliminate duplicative efforts)

Humble Suggestions - 2

3) Arrange available data to create a picture of your building’s “pyramid” (who’s “responding”?)

If you can’t tell who’s responding, identify what information you’re missing

If your non-responders are >20%, evaluate core curriculum

4) For those who are NOT “responding,” are there common needs?

If you can’t tell from your data, what’s missing?

5) Do you have Standard Treatment Protocols to address non-responders? Are you relying solely on an individual referral model to address non-responders?

Humble Suggestions – 3: Fill in the Gaps6) Consider what additional needs remain “unmet” given 6) Consider what additional needs remain “unmet” given

available interventionsavailable interventions Use caution and discretion when “shopping” for interventions:Use caution and discretion when “shopping” for interventions:

““expensive” does not equal “good”; “free” does not equal “bad”expensive” does not equal “good”; “free” does not equal “bad” Match evidence-based interventions with IDENTIFIED NEEDS Match evidence-based interventions with IDENTIFIED NEEDS

(if you can’t accurately identify the need, examine your data (if you can’t accurately identify the need, examine your data sources before leaping to intervention selection)sources before leaping to intervention selection)

7) Set building –wide and district goals pertaining to 7) Set building –wide and district goals pertaining to interventions, data, and problem-solving systems – identify a interventions, data, and problem-solving systems – identify a timeline for reaching goals, support needed from timeline for reaching goals, support needed from administration and RtI coordinator, and staff development administration and RtI coordinator, and staff development needsneeds

8) For the interventions you have or acquire, make sure ALL 8) For the interventions you have or acquire, make sure ALL staff being asked to implement them have needed training to staff being asked to implement them have needed training to do sodo so

9) Encourage a culture that CELEBRATES SUCCESSES 9) Encourage a culture that CELEBRATES SUCCESSES (assume nothing – teach everything: some buildings don’t (assume nothing – teach everything: some buildings don’t know how to CELEBRATE)know how to CELEBRATE)

Things to Think About…

If we had to do it over. . . If we had to do it over. . . - We would lead with data and consensus, not - We would lead with data and consensus, not

the initiativethe initiative If we were to coach another site. . .If we were to coach another site. . .

- We would focus on building sustainability - We would focus on building sustainability structures and problem solving structuresstructures and problem solving structures

Integration of Initiatives: Our focus is on providing Integration of Initiatives: Our focus is on providing an increasingly fluid continuum of an increasingly fluid continuum of academic and academic and social/emotional/behavioral supports – one social/emotional/behavioral supports – one support should pick up where the other leaves support should pick up where the other leaves off (we want kids’ needs to be met regardless off (we want kids’ needs to be met regardless of funding source – kids shouldn’t feel the of funding source – kids shouldn’t feel the difference)difference)

The task is HUGE but doable

RTI committee at NASA

Intervention Resources Big Ideas in Beginning Reading (U of Oregon):

reading.uoregon.edu What Works Clearinghouse (US Dept of Education):

http://www.w-w-c.org Intervention Central: www.interventioncentral.org Positive Behavioral Interventions and Supports:

http://www.pbis.org/main.htm Promising Practices Network:

http://www.promisingpractices.net/default.asp SCRED RtI Center:

http://www.scred.k12.mn.us/RTI/RTIcontact.htm FCRR Interventions for Struggling Readers

http://www.fcrr.org/Interventions/index.htm

PLC- Cycle of Teaching & Learning

STUDENTS

MSW

ADIUBD

CurriculumStandards

AssessmentDesign

InstructionalStrategies

Assessments

InterventionsAcademicBehavioral

Data Teams

R&RRTI

SRBIPBS

CWTROI

DDDM

Teachers working in teams with focus on student achievement

CurriculumStandards

AssessmentDesign

Actions precede beliefsClarity of purposeClarity of directionThen buy inGreat explorer analogies