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.