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Tiers without Tears 6/20/2012

(c) R. Brown-‐Chidsey, 2012 1

Tiers Without Tears: Implementing RTI with Success Rachel Brown-Chidsey, Ph.D., NCSP [email protected] 20 June 2012

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© R. Brown-Chidsey, 2012

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u Building RTI readiness u Importance of teams u Whole-class instruction using research-based

core instruction u Tri-annual screenings to monitor student

progress 3 times per year u Identification of students at risk of problems u Interventions u Progress monitoring

Overview

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RTI is… u An educational

service delivery model

u A framework

u Systems reform

RTI is not… u  A program

u  Special education eligibility

u  Impossible

What is RTI?



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Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities.

National Center on Response to Intervention

Defining RTI

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General Academic Instruction

& Assessment

Supplementary Academic

Instruction & Assessment

Intensified Instruction

& Assessment

DATA

D A T A

D A T A

DATA

S P E C I A L E D U C A T I O N

15% 15%

80% 80%

5%

Positive Behavioral

Interventions & Supports

Supplementary Social Skills Instruction

& Assessment

Cont

inuu

m o

f Aca

dem

ic In

terv

entio

ns Continuum

of Behavior Interventions

100% 100%

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u  Civil Rights Movement

u  No Child Left Behind (NCLB, 2001)

u  Individuals with Disabilities Education Improvement Act (IDEIA, 2004)

u  Positive Behavior Interventions and Supports (PBIS)

u  Best Practice

Where does RTI come from?



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RTI Readiness u A school’s readiness for RTI depends on

what activities or initiatives it had in place before

u There are tools that can be used to inventory readiness

u Using readiness surveys as a school community provides information about what steps to take next and how fast RTI implementation can happen

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Levels of Readiness u School readiness for RTI relates to what other

activities have been happening u Schools which received Reading First grants

have already done many of the RTI steps in the area of reading

u Some other schools have embraced universal screening or progress monitoring on their own

u Some schools have not had much exposure to the elements of RTI

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Readiness Surveys u Many states have developed surveys to

help school personnel identify what they know about RTI and what help they need to learn more and implement it

u The following site includes excellent resources: u http://www.jimwrightonline.com/

pdfdocs/survey_rti_wright.pdf u  It is crucial to learn your school’s

readiness before beginning



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School-Wide Planning u  It works only when all the staff in a school

are united in their efforts to make it happen u The unit of change is the school u  In order to help school teams be ready for

RTI, having them rate their own knowledge and skills is important

u Progress is most effective when 80% or more staff members are in agreement

u School planning blueprint: http://www.nasdse.org/publications-t577/rti-blueprints-for-implementation-school-building.aspx

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School Progress Data u  Setting progress indicators for your

grade and school shows if your action plan is working

u  Sample progress indicators are: u  Our school met AYP criteria for all grades

and subgroups. u  Bi-monthly and weekly progress data

showed that 95% or more of students responded to reading intervention.

Readiness Activity u  Find a partner and exchange

answers to the following questions: u  How am I meeting the needs of all

students in my classroom? u  How do I know if my students are making

effective progress? u  Is it the classroom teacher’s job to

address the learning needs of all students?

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Role of Teams u Teams play a critical role in RTI u There are different types of

teams that serve specific functions: u Grade Level Teams (GLT) u Problem Solving Teams (PST)

u Setting up and using these teams is essential for RTI success

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Grade Level Teams u Teams of all the teachers who teach

the same grade level u Meet regularly (at least once a

month) u Focus on:

u gathering and reviewing data, and u creating action plans for student learning

u GLTs are the frontline of RTI decision-making for Tiers 1 and 2

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Problem Solving Teams u Include representatives of all grades

and personnel in the school u Provide school wide guidance and

support for teachers who have struggling students

u Serve an important role in RTI by providing support for students whose needs have not been met by the GLTs

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Breaking RTI Into Steps u  In order to make RTI happen, it needs

to be organized into manageable steps

u  Brown-Chidsey and Steege (2005; 2010) have suggested a 10-step method for implementing RTI

u  Forms and worksheets for each step are available and can be copied for use in schools

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Tier 1 Core Instruction u  Implement scientifically-based general

education instructional methods u  Review of evidence to support specific

curricula needs to be conducted before selecting instructional materials and methods

u  Tier 1 core instruction plays a huge role in RTI success u 80% of students can success with Tier 1

alone

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Scientifically-Based Instruction u  In order to document that an

instructional program or curriculum is scientifically based there needs to be at least one research study that provides data to show that the use of the program yielded results not seen when the program was not used

u  Tier 1 instruction affects all students so effective methods are a must



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Locating Materials & Methods u  Information about the efficacy of curricula can be found in

research publications and specific internet resources

u  What Works Clearinghouse is a new initiative of the Institute of Education Sciences developed to share information about effective programs u  http://ies.ed.gov/ncee/wwc

u  Doing What works is a newer website sponsored by U.S. DOE which focuses on instructional methods u  http://dww.ed.gov/

u  Johns Hopkins Best Evidence Encyclopedia is a university-based resource with information on effective materials u  http://www.bestevidence.org/

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Checking Treatment Integrity

u Once a curriculum has been chosen, it needs to be implemented correctly in order to yield the desired results

u Treatment integrity is a measure of how closely what is done matches what was supposed to be done

u No one is perfect so no treatment will be implemented 100% correctly

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Measuring Treatment Integrity u A first step to verifying treatment integrity is to

use self-report measures u With these, teachers rate the accuracy and

completeness of their use of a specific method or program

u In time, observations of the method by another person provide additional feedback

u If an instructional program is not being implemented correctly, it’s hard to make conclusions about student learning outcomes



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RTI Training Slides: Tier 1

Steps are written in to reflect the specific curriculum being used

Eventually the form can be used by a peer observer

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Checklists Really Help u Checking on treatment accuracy

takes time u Research in medicine showed that

using treatment checklists improved treatment accuracy and saved lives

u Using treatment fidelity checklists ensures that students get the most effective instruction

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Why is Core Instruction so Important? u  All students participate in Tier 1 u  Tier 1 happens every day u  Tier 1 is the least restrictive

environment u  Tier 1 is the first and best

opportunity to ensure that all students have access to an effective education



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+

Will This Work?

Using tiers 2 and 3 to meet the needs of all students is like “bailing the Titanic with a thimble”

15 Minute Break

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Core Instruction Reflection u Ask yourself the following:

u What process was used to select the “core” methods and materials currently in place?

u On a scale of 1 (low) to 10 (high) how satisfied am I with my current core materials and methods?

u What else could I be doing to make the core instruction more effective?

u When the time comes to select a new “core” in a subject area what process will be used?

u What can we as a grade/subject area/school do to improve Tier 1 core?

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Differentiation Within the Core u Even when a core program is in place, it may

not mean that all students are successful (yet) u At Tier 1 there is a need for differentiated

instruction so that the needs of all students in a class are met

u Organizational steps that can support differentiation can be used at different levels: u Classroom u Grade u Building

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Classroom Level Differentiation u Classroom differentiation can include

u Small-group instructional time focusing on specific skills (for both lower and higher performing students)

u Extra practice for students who need it u Peer Assisted Learning Strategies (PALS) u Daily review of prior learning u Modified materials (large print, etc)

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No Interruptions Policy u During core reading and math

instruction many schools have a policy that no intercom announcements or other interruptions are allowed

u Field trips, assemblies, and other activities must be scheduled at other times

u Emphasizes that core instruction time is “sacred” and will not be taken away from students

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Grade-Level Differentiation u Grade level differentiation typically includes a

decision to group all students in a grade into flexible groups that change at regular intervals as students’ skills improve (e.g., every 6 weeks)

u This requires careful planning of the schedule so that all classes in a grade have the same subject(s) at the same time of day

u Some call this “walk to read” u Can also be done “geographically” by

sections in the building u Teachers in the grade decide who will teach

what group

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Sample Classroom Schedule for Grade Level Reading Groups



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Building Level Differentiation u This model includes grouping all students by

current skill level for instruction u Sometimes this is done by k-2 and 3-5 clusters u Allows for very specific instruction that matches

the students’ needs closely u Requires commitment to building level

schedule by all staff u Often specialists and other teachers lead

groups too (librarian, music, PE, art, special education, principal)

u Allows for the most flexible instructional group size

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Universal Screening u Universal screening is a system of

standardized brief assessments in which EVERY student participates

u Gathering brief data on every student allows teachers to know which students are doing okay and which ones need help

u Examples: AIMSweb, DIBELS, EasyCBM, SWIS u Universal screenings are important because

kids grow and change during the year and only universal data can provide updates on every student

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Why is Universal Screening Important for RTI? u Universal screenings are dynamic

assessments of students which take into account that learning goals changes during the course of a school year

u These data are used to identify which students need more help and which ones are well ahead

u Standardized screening allows data to be compared between classrooms and according to school goals



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When Does Screening Happen? u Screenings are usually done 3 times a year

u Fall = August/September

u Winter = December/January

u Spring = April/May

u This frequency allows teachers to learn how ALL students are doing at regular intervals during the school year

u Sometimes a student will start the year okay, but have trouble later on; the additional screenings ensure that all students are reviewed again

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Who Conducts Screenings? u There is no rule about exactly which

teachers conduct screenings u The only rule is that whoever does the

screenings needs to have been trained to use them correctly

u Considerations: u The more people who conduct screenings, the

faster it will go, but the data may be less reliable u The fewer people who conduct screenings, the

longer it will take, but the data will be more reliable

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How Do We Set up Screenings u This requires being organized and thinking of

all the materials and steps needed u Things to plan for:

u Selection and printing of materials u Additional supplies (stopwatches, pens,

clipboards) u People to use u Training! u Daily schedules for data collection u Locations for data collection



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Materials u A school or district team needs to decide

which screening materials to use u Screening measures should be general

outcome measures (GOM) which can work with any curriculum

u Some materials can be downloaded for free, some for purchase and some can be completed online

u Review of academic measures available at: u www.rti4success.org

K-8 Screening Measures

u  AIMSweb u  DIBELS u  Easy CBM u  GRADE u  GMADE u  STEEP u  Others…

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Behavior Screening u Screening student behaviors can happen a

couple different ways u Screen every student with measure like the

Systematic Screening for Behavior Disorders (SSBD) u This is time-consuming

u Enter and review school discipline data using office referrals using a program like School Wide Information System (SWIS) u This takes less time and can show which students may

benefit from SSBD or other screening measure

u Goal is to learn which students need help in learning and using pro-social behaviors

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People u Deciding who should collect data should

be a school or district decision u It's important that the examiners know

what's expected, get trained, and understand the purpose and role of universal screening in RTI

u Training should happen near the time when the data are collected, but also include “booster” sessions just before each additional screening window

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Schedules u Having clear and defined screening

schedules is a big help u It's best to pick the dates for the whole year

all at once and stick with them u An entire school can be done in 1 week u Be sure to plan for make-up testing the

following week u Have back-up examiners planned in case

of absences

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Locations u The more examiners used, the more testing

locations are needed u Ideal if students don't have to walk very far

to be screened u Classrooms might work, but other spaces

can work too u Library u Gym u Principal's office (especially if s/he is an examiner) u Quiet hallways u Specialists' offices



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Absences u Some kids will be absent on screening days u Be sure to have make-up days scheduled u It's very important to assess every student in

universal screening because it's the only way to know if all students are making progress

u Students who move into the district after a screening can be can be screened to help with instructional decisions; be sure to note the date of their screening in the record

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What Happens to the Data? u Once all screening data are collected

they need to be entered and organized on a computer

u Major GOM measures have web-based computer data management sites and services (prices vary)

u Summaries of the data are given to school staff according to their roles: u Teachers get class lists u Principals get school-wide summaries

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How Are the Data Used? u  The data reports show the effectiveness of

core instruction, which students are meeting and exceeding expectations and which ones need help

u  The basis for determining whether a student is meeting expectations needs to be set up and understood by all school staff u  Criterion basis: cut scores set according to

specific goal u  Normative basis: cut scores set according to

local or national norms (e.g., at or above 25th percentile)



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Criterion-referenced data display Norm-referenced data display

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What is Risk? u Risk has many meanings but in education it

refers to the likelihood that a student will not master basic skills and graduate

u Numerous studies have identified risk factors that predict which students are most as risk of school difficulties

u One of the most stable findings is that students who read well by the end of third grade are the most likely to be successful in school and life

u Those who don't read by the end of third grade are very much at risk

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What Types of Risk Are There? u  To help teachers identify who needs what

help, three main levels of risk have been identified: u  At risk – or – Deficient u  Some risk – or – Emerging u  Low risk – or – Established at target

u  The earlier a risk level is identified and intervention provided, the more likely the student will reduce the risk and become a successful reader



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How Do We Know Who is at Risk? u Universal screening data help to identify

which students are at risk of reading problems

u All assessments rely on having a basis of comparison to identify each student's reading progress

u Knowing the target score that we want/expect all students to reach helps us know which students need more help

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RTI Training Slides: Tier 1 53

This table shows scores on DIBELS Oral Reading Fluency (DORF) items organized into normative data from nationally aggregated scores across grades

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Data-Based Decision-Making u The screening reports provide numerical

and visual ideas of which students need different types of instruction

u The data can be reviewed in a number of different ways, including: u How effective is the core instruction u How many students need advanced

instruction or remedial instruction u What type of instruction students need

according to the 5 areas of reading



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u  Done by grade level teams (GLT’s)

u  Convened after universal screening/benchmark screening

u  Review universal data u  Discuss instructional goals and

strategies u  Identify students for tiered

interventions

Tier 1 Data Analysis

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u  What percentage of the students are at or above the target level at each grade?

u  Did more students achieve at the target level this year than this time last year?

u  Last screening? u  What % of students who were on target

continued to be on target? u  Which grade levels showed the most

significant growth? u  Which grade levels may need additional

support?

Tier 1 Guiding Questions

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u What % of students moved out of the “at risk” categories at each grade level?

u  Is the core instruction meeting the needs of the majority of the students? If not, why & what will be done to address core instruction insufficiencies?

u What skills/standards are students mastering?

u What skills/standards are students struggling with?

u What are our grade level goals?

Tier 1 Guiding Questions, cont'd.



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u Which students may need additional support?

u  Students who just barely met the target

u  Students who fall just below the target

u  Students who fall significantly below the target in one subskill

u  Students who fall significantly below the target in all subskills

u Which students should be grouped together for intervention?

Tier 1 Guiding Questions, cont’d.

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How effective is 4th grade core math instruction at this school?

Big Ideas u Until 80% or more of students are successful with

core instruction alone, the school’s RTI efforts should be on strengthening Tier 1 core instruction

u If students are placed in Tier 2 or 3 interventions before Tier 1 instruction meets the 80% goal, there will be too many students to help and you will be bailing the Titanic with a thimble

u The work to make Tier 1 effective for 80% or more students is a collaborative effort by all school personnel

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Lunch Break

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u  Tier 1 is most important and includes all students

u  Tier 2 includes ADDITIONAL small group instruction

u  Tier 3 is very intensive instruction for students who have not yet responded

Interventions

Instructional Features: Tier 2

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Who Grouping Time Assessment Format

Below grade level

Small-‐group instruction (3-‐6 students)

30 minutes per day PLUS full core group instruction, 2-‐3 days per week (120 mins. total, 2-‐3 days per week)

Progress monitoring once per week or twice per month

Targeted toward skill deKicits & matched to student area of need



Instructional Features: Tier 3

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Who Grouping Time Assessment Format

Severely below grade level

Small-‐group (2-‐3 students) or individual instruction

30 minutes per day PLUS core instruction, 5 days per week (120 mins. total, 5 days per week)

Progress monitoring once per week

Intensive, targeted instruction with ample opportunities to respond & multiple opportunities for practice

Flexible Instructional Groups u Review frequently to ensure

groups match students’ needs u Have a plan for handling

changes in group membership u Implications for teachers and

students u Groups assignments are based

on teacher expertise

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Tier 2 Schedules u For students who need the additional

instruction of Tier 2, a time block for it to happen needs to be in the schedule

u The best way to do this is to create a “skills” or “intervention” block as part of the daily schedule for all students

u These blocks can be used for both remedial and enrichment instruction

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Sample Skills Block Schedules u  The following slides include examples of

daily schedules for grades K-5 and middle school

u  These come from schools around the U.S.

u  These schedules reflect a commitment to ensuring that there is time in the day for students who need additional instruction

u  Keep in mind that students will change what they do during skills time over the year

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Kindergarten

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Grade 2

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Grade 3

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Grade 4



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Grade 5

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What are the Interventions? u  In order for interventions to work,

they must be available u  Each school needs to conduct

an intervention inventory u  Identify skills for which

interventions are needed and purchase them

u  Create an intervention “menu”

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Sample Reading Menu Tiers without Tears


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Locating Interventions u  Additional interventions can be found at:

u  Intervention Central u  http://www.interventioncentral.org/

u  What Works Clearinghouse u  http://ies.ed.gov/ncee/wwc/

u  Doing What Works u  http://dww.ed.gov/

u  National Center for RTI u  http://www.rti4success.org/

u  Johns Hopkins Best Evidence Encyclopedia u  http://www.bestevidence.org/

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15 Minute Break

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Progress Monitoring u What is progress monitoring?

u How can I set it up? u What will it tell me?

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Which patient would a nurse check more frequently?

100 o F 104 o F

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Progress Monitoring Essentials

u Match the progress measure to what is being taught

u Monitor on a regular schedule u Tier 2 = monthly (or more) u Tier 3 = weekly

u Graph, share, and review data often

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Locating Progress Measures u A number of pre-made progress

measures exist u  Many are linked to the

screening measures u National Center on Response to

Intervention has reviewed existing measures and rated them at u  www.rti4success.org

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Matching Instruction and Assessment

u Whatever tool is used to monitor student progress must be matched to the knowledge and skills that are the focus of Tier 2 instruction u  If you are teaching decoding, use a measure of

decoding (e.g., NWF) u  If you are teaching addition to 18 use a

measure of … u  Create your own at: www.interventioncentral.org

u When possible, monitor progress at student's grade level u  This will show the student’s progress toward

meeting the current grade level goals

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For Students Who are Significantly Behind u  If student is 2 or more levels (grades)

below, monitor in one grade level up from the instructional materials u  Once the student scores at or above

the 25th percentile at that level, move the student up to the next level of instruction and progress monitor

u  If student does not show progress at reduced level, consider going down a level

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Progress Monitoring Schedule u  Set up a regular schedule for progress

monitoring u  Tier 2 = at least monthly

u  Tier 3 = weekly

u  Create “kits” with all the materials needed

u  Have a place/space in the classroom or building where monitoring happens

u  Teach students the progress monitoring routine so they can help facilitate easy procedures

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Sharing and Reviewing Data u Graphs are the easiest way to “see”

student progress u Can be in paper or computer form u  Student should be the first one to enter and

review data each time u Progress data should be shared with the

classroom teacher as soon as it's collected u GLT’s should be looking at these data at

their regular meetings

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Setting Goals u Student progress is compared to a pre-set goal u National norms can help determine reasonable

goals u Goal is shown as the goal or aimline on a graph u When a student is significantly behind, a goal for

a lower level or grade may need to be met before one for a higher level.

u This is when to use use the 25 % ile rule for moving a student “up” a level u  Only by pushing students to reach higher goals can

they catch up

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Interpreting Data u There are 3 main choices when

reviewing data u  Maintain the current tier 2 instruction as

is u  Change the intensity of the current Tier 2

instruction u  Change to different instruction

u Knowing how to interpret a data graph is essential u  Must consider both level and slope

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More About Interpreting Data u A minimum of 3-6 data points must

be present in order to review data u When a student has 6 or more data

points at or above the goal, the intervention can be gradually faded

u If it's not (yet) clear what direction the data are going, maintain the current program until the data are interpretable

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Level and Slope u  Level is the absolute value of

the student's current score u  Shows if the student improved u  Sometimes just improvement is not

enough

u  Slope is the rate of progress u  Shows if the student will “catch up” or

meet a learning goal in a certain period of time

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Weekly Slope u  A weekly slope can be

calculated by: u  Subtract the baseline score

median from the final progress score

u  Divide the score difference by the number of weeks of intervention

u  Shows a student’s gains per week

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Sample Slope u  Baseline score = 5 words read

correctly (WRC) u  Final progress score = 25 WRC u  Number of weeks of intervention = 10 u  Subtract the baseline score median

from the final progress score: u  25-5 = 20

u  Divide the score difference by the number of weeks of intervention

u  20/10 = 2 u  Slope = 2 words per week

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Calculating Weekly Slope Tiers without Tears


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0

5

10

15

20

25

1 2 3 4 5 6 7 8 9 10 11 12 13 14Weeks of Instruction

Dig

its C

orre

ct in

3 M

inut

es

X

X

Baseline Median = 5

Final Score = 14

Intervention Weeks = 7

(14-5) ÷ 7 = 1.29 digits/wk



Sample Interpretation Intervention 1 Intervention 2 Baseline

Both slope and level not good

Level improved but

slope is weak

Slope and level both improved

Intervention is working!

Anchorage School District

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Aimline

This student is doing well and the program was continued


95

This student did not make progress so another intervention was tried




What About Tier 3? u Tier 3 is a transition point u When a student has not made progress

with Tiers 1+2, Tier 3 offers a time for additional data and decision making

u Can include a comprehensive evaluation u Intervention continues while evaluation is

conducted u Goal is to find a way for student to

succeed

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Student Who was Referred for Evaluation

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0

5

10

15

20

9/2

9/4

9/6

9/10

9/

12

9/17

9/

19

9/23

9/

25

9/27

10

/1 10

/3

10/8

10/10

10/14

10/16

10/18

10/2

2

10/2

4

Dig

its C

orre

ct: A

dditi

on to

18

Dates

Great Leaps Math Touch Math Baseline

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Summary u RTI requires teamwork and building readiness u Core instruction at Tier 1 is the most important

part of RTI u Universal screening data provides a way to

know which students are at risk for school difficulties

u If less than 80% of students are not successful at Tier 1, it's crucial to strengthen core instruction

u Tier 2 interventions support 15% of students u Tier 3 is a time for additional decision making



Resources Brown-Chidsey, R., Bronaugh, L, & McGraw, K.

(2009). RTI in the classroom: Guidelines and recipes for success. New York: Guilford.

Brown-Chidsey, R., & Steege, M. W. (2010). Response to Intervention: Principles and Strategies for Success (2nd Ed.). New York: Guilford.

Intervention Central: www.interventioncentral.org National Association of State Directors of Special

Education. (2005). Response to intervention: Policy Considerations. Retrieved from: http://www.nasdse.org/publications.cfm

National Center on Response to Intervention: www.rti4success.org

RTI Action Network: www.rtinetwork.org

Tiers without Tears


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