What is RTI -...

11/26/2012

Edison Learning, Inc. 1

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What is RtI?

Tierney Barcarse

Director of Achievement Special Education

Objectives

• Understand Response to Intervention (RtI) purpose and cycle

• Correlate RtI and Multi-leveled data teams

• Learn ways to structure your school for effective RtIimplementation of RtI

• Enhance our RtI toolkit

© 2012 EdisonLearning, Inc. All rights reserved


• Identify next steps for RtI implementation

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Anticipatory Set

• “Response to Intervention is an emerging approach to the diagnosis of Learning Disabilities that holds g gconsiderable promise.”

-Jim Wright, Intervention Central.org January 2006

• Is Response to Intervention a Special Education or General Education Initiative?


Vocabulary


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Response to Intervention

• A system that provides meaningful identification of

33-5%

meaningful identification of learning and behavioral problems while improving instructional quality to provide students with the best opportunities to succeed in

215%


ppschool.

180%

Universal Screening

• A brief assessment, 10-20 minutes to administer

• Given 3-4 times per yearGiven 3 4 times per year

• Valid, reliable, and evidenced based

• ALL students are given this assessment

• Identifies students who are at-risk of academic failure


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Universal Screener: Purpose

• Elementary: – Identify students at risk for– Identify students at risk for

underachievement

• Secondary: Identify students at risk for not– Identify students at risk for not completing school in 4 years


Universal Screener Example

• Screening is done to identify individuals with small problems that will likely lead to larger problems p y g pwithout intervention.


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Progress Monitoring

• Repeated measurement of academic performance to inform instruction of individual students in general and special education classesand special education classes.

• Conducted at least monthly, estimates rate of improvement

• Identifies students who are not demonstrating adequate progressadequate progress

• Compares the efficacy of different forms of instruction to design more effective, individualized instruction


Medical Example


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Charting Progress Monitoring Data


Movement Break!

• Focused attention is about 8 seconds

• Sustained attention is about 40 minutesSustained attention is about 40 minutes

• Average attention is about 20 minutes

• Let’s move!– Stand up

– Touch two walls furthest from youy

– High five 7 people with alternating hands

– Find a partner and discuss 1 new thing you learned

– Be prepared to share out


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Academic Review Team

Data Teams

Peer Review Team

WeeklyCSSS

CSSSCSSS

CSSS


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RTI Implementation

Tier 1

Qtr 1: 9 weeks Qtr 2: 9 weeks Qtr 3: 9 weeks Qt 4: 9 weeks

“What”

August

September

October

November

December

January

February

March

April

May

Universal Screener 1:

Brief 10-20 min

Academic/behavioral

Identify at-risk failing behind peers


Brief 10-20 min (Academic/behavioral



•Brief 10-20 min

•Academic/behavioral

•Identify at-risk failing behind peers


Brief 10-20 min

Academic/behavioral



peers p

peers peers

Progress Monitoring 6-8 wks

•Weekly formative assessment

•Data analysis

•Identify weak skill/plan

•Actively monitor plan



•Data analysis





•Data analysis





Data analysis

Identify weak skill/plan

Actively monitor plan

What: RtI Process Qtr 1


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RTI Implementation

Teams

Qtr 1 9 eeksQtr 2: 9 weeks Qtr 3: 9 weeks Qt 4: 9 weeks

“Who”

Qtr 1: 9 weeks

August

September

October

November

December

January

February

March

April

May

US 1:

Academic Review Team, Coaches, CC’s, DH’s, Resource Teachers

US 2:

Extended Data Team: Admin, Coaches, CC’s, DH’s, Resource Teachers

US 3:


US 4:


EdisonL


Progress Monitor 6-8wks

Weekly formative assessment

Data Teams

Elementary: Grade level

Secondary: dept. mtg tchrs



Data Teams





Data Teams





Data Teams



Who: RtI process Qtr 1

Academic Review Team

EdisonL


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Qtr 1- Tier 1Implementation

August- September9 weeks

Universal Screener week 1S i i d id if di hi h d b i k f l i

ART Data Team week 2Meets 3-4 times per year to analyze screener data ex: Fall, Winter, Spring

Screening is done to identify or predict which students may be at risk for poor learning outcomes. All Students in a grade level are screened and followed by short-term progress monitoring to confirm a students at-risk status (ensure they didn’t quit the screener)

p y y , , p gDetermine effectiveness of core instruction (80%)Design interventions; and assign interventions Teachers, Counselor, Student Services C, Administrator, Curriculum C, Data managerFocus is to support the data teams which have identified core needs and communicate with the leadership team to allocate resources for interventions

Intervention/Progress monitoring week 3-9Purpose: Monitor student’s response to primary, secondary, or tertiary instruction in order to calculate approximate rates of improvementIdentify students who are not demonstrating adequate progress, and compare the effectiveness of different forms of instructionStudents are assessed at regular intervals: weekly/biweekly (ex: Classroom Based Measurement CBM)

Data Team week 3-9Grade-level/department data teams meet to discuss progress monitoring data (CBM), Benchmark data, Common Assessments, and identify core instruction needs to meet the educational needs of at least 80% of students at least weekly Design mini lessons, bell work, intervention tools (graphic organizers, acronyms) etc to embed re-teaching of weak skill areasComprised of Grade level/department teachers, Coaches, Curriculum Coordinators


Items to ConsiderWho will review the embedding plan to support accurate re-teaching?Is a school-wide calendar in place to allocate time for weekly data teams meeting with roles and expected outcomes?Establish routines and procedures for making decisionsExplicit decision rules for assessing student progress (e.g., state and district benchmarks, level and/or rate

Items to ConsiderDoes every teacher know how to implement the intervention agreed upon?What tools are needed to monitor/assess rate of student improvement with fidelity?Who will compare the effectiveness of different forms of instruction?What training is needed for teachers to use assessment tools such as Classroom Based Measurement?Are Coaches/CC’s, Professional Development’s or resource libraries in place for teachers to go to for additional support/ideas on research based instructional practices?

Academic Review Teams (ART)

• Meeting Objectives

• Identify grades classrooms and individual• Identify grades, classrooms, and individual students that/who are meeting proficiency targets.

• Identify grades, classrooms, and individual students that/who need additional support.

• Establish a standard procedures across grade• Establish a standard procedures across grade levels for assigning and monitoring interventions at all levels (grade, classroom, and student).


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First ART Meeting

Identify Needs Provide Support

Tier 1 Identify grades and/or Provide problem solving 80% classrooms in need of

core interventions services for grades/classrooms in need of core interventions

Tier 2 20%

Identify students in need of supplementalinterventions

Provide problem-solving services for students in need of supplemental interventions

Tier 3 3-5%

Identify students in need of intensive interventions

Provide problem-solving services for students in need of intensive interventions


ART Meeting- How do we run it?

• ART meeting script!

• In school team groups, review the meeting script and identify personnel and timelines.

• 15 minutes


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Data Team Process

• Five steps to identify and evaluate interventions:

• Collect and Chart Data

• Analyze Strengths and Obstacles

• Establish Goals

• Select Instructional Strategies

• Determine Results Indicators- progress monitoring


Data Teams


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Example Data Team Notes


Data Teams- Are we implementing with fidelity?

• Data Team meeting script!

• In school team groups, review the meeting script and example Data Teams notes, identify personnel, timelines, and needs.

• 15 minutes• 15 minutes


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Break!

• When I say go: – School teams stand up, and non-verbally organize theSchool teams stand up, and non verbally organize the

entire group to shout out their school mascot at the same time

– Find another school group furthest from you and discuss what you are going to do differently with either your ART team OR Data Team.

– Be prepared to share outBe prepared to share out

– 10 min break, be back in seats, ready to go


With RtI-It’s all about the…

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Interventions, research, evidenced… WHAT?• What is the difference between evidence-based

interventions and research-based curricula?

• Evidence-based intervention - data from scientific, rigorous gresearch designs have demonstrated (or empirically validated) the efficacy of the intervention. That is, within the context of a group or single-subject experiment or a quasi-experimental study, the intervention is shown to improve the results for students who receive the intervention.

• Research-based curricula, may incorporate design features that have been researched generally; however the curriculum

Copyright © 2012 EdisonLearning, Inc. All rights reserved.

that have been researched generally; however, the curriculum or program as a whole has not been studied using a rigorous research design, as defined by the Elementary and Secondary Education Act.

• Both are necessary for a Tiered Intervention System. • National Center on RtI (April, 2010)

Core Interventions (Tier I)• All students

• At least 80% of students on grade level

• “Whatever it takes”• Whatever it takes

• Core problems:

1: These students have not had access to an effective curriculum.

2: These students have not been engaged in an effective l i i t


learning environment.

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Support the Core!!!!

• Cycle of Instruction!

• Consider altering:Consider altering:

– whole group instruction

– curriculum materials

– instructional methods and routines

– independent practice (e.g., centers)

• Group students based on skill data (data comes from many


Group students based on skill data (data comes from many sources).

• Differentiate instruction according to group needs.

• Same amount of time for instruction, different use of that time

Supplemental Interventions (Tier II)

• Linked directly to core instruction materials, standards, and benchmarks

• Problems:

1: Students require additional time for direct instruction

2: Focus of the curriculum must narrow

• “Anything” to increase rate of learning

• 15% of students may need this level of support


• Opportunity to increase exposure to curriculum (i.e., academic engaged time)

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Intensive Interventions (Tier III)

• Maintain connection to core instruction materials, standards, and benchmarks.,

– Some students may require additional program.

• 3-5% of students may need individualized support

•Individualized support is in-addition to the core support


in-addition to the core support, not in place of!

Interventions at every level: Time and IntensityReading Writing Math Behavior

•ClassWide Peer Tutoring

C ll b ti


M i


C t

•Self Monitoring

Cl Wid

Cycle of instruction

Pacing Guides

•Collaborative Strategic Reading

•Peer Assisted Learning

•Mnemonics

•Mnemonics •Concrete Representational Abstract

•Mnemonics



Pacing Guides

Universal Design for Learning

Differentiation

Scaffolding/graphic organizers

Collaborative/Small groups

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Continuum of Skill Acquisition

Expected level of performance

12

3

Expected level of performance for a grade

Need intervention that targets previously taught skills

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(narrow focus; at or below grade level)

Need intervention that targets previously taught skills

(narrow focus; below grade level)

Progress Monitoring

• Core

– 1x per month

• Supplemental

– 2x per month

• Intensive

1x per week


– 1x per week

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Progress Monitoring Schedule

• Universal Screening- 3/4 x per year

– This schedule provides the structure for Tier movement.

• Universal Screening:

• Tier I – 1x per month

• Tier II –2x per month

– At least 6 data points after 3 months.

– Universal screening occurs approximately every 3 months.

– Grade-level data analysis (i.e., ART meeting) occurs after universal screening.

– Tier movement occurs after universal screening/grade-level data

• Tier I:

• Tier II:

• Tier III:


Tier movement occurs after universal screening/grade level data analysis.

– Six data points is sufficient to make a decision as to the effectiveness of an intervention/instruction

Progress monitoring schedule – cont’d

• Tier III – 1x per week

– At least 4 data points after 1 month. p

– Decision making and problem-solving at this level will occur monthly and there will be sufficient data collected for this to occur.

– Teams should avoid exposing a student to an ineffective intervention. After 4 data points a team can engage in decision making.


dec s o a g

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More Less

Monitoring Frequency

Continuous monitoring creates “evidence base”

g q y

Monitoring Precision

Depth of Problem Analysis

Monitoring Focus

Evidence Base

Group Size

MoreLess

Instructional Time

Adapted from the Florida PS/RtI Statewide Project; http://florida.rti.usf.edu


Tiered Interventions= TIM

• T- Time

• I- Intensity

• M- Monitoring


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Tier 1 (Core)

T = Core Instruction Time

I = Pacing Guide (differentiation)

M = 3x/year US; Monthly (eValuate)

1

Expected Level of

Performance

Per

form

ance

Tier 2 (Supplemental)

T = Core +

I = Core + essential skills

M = 2x/month

Tier 3 (Intensive)

2

3

Time

Tier 3 (Intensive)

T = Core ++

I = Core + essential skills (below grade level)

M = Weekly


Tier Assessment and Monitoring Schedule

Intervention Resources(Curricular and Instructional

Resources)(Timing/Intensity)

Data Review Process (Team Meetings)

Team(s) and Personnel

Documentation

3

Tier Assessment and Monitoring Schedule





Documentation

2

Tier Assessment and Monitoring

Schedule





Documentation

1

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Break!

• When I say go: – Stand upStand up

– Touch 5 chairs with alternating hands

– Every time you make eye contact with someone, use one word/phrase to describe what “paying attention” looks like

• Example: eye contact, quiet, etc

Fi d t t li t f d fi iti f “ i– Find a partner create a list of your definition of “paying attention”

– Be prepared to share out


Self Monitoring

• Evidenced Based Practice– Every time you hear the bell, mark whether you areEvery time you hear the bell, mark whether you are

paying attention


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Creating a tier 2- Bell schedules!!!!!

• Tier 2 is a fluid tier

• Students are placed via universal screening dataStudents are placed via universal screening data

• Sample Bell schedules at every level

• Look at your bell schedule, what do you need to change in order to implement RtI with a tier 2?


Review

• Universal Screening and ART teams

Ti 1 C i t ti d d t t• Tier 1: Core instruction and data teams

• Tier 2: Supplemental instruction and data teams

• Tier 3: Intensive, individualized instruction and data teams

• What do we need to reinforce/focus on in order to implement RtI?


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Did We…

• Understand Response to Intervention (RtI) purpose and cycle

• Correlate RtI and Multi-leveled data teams

• Learn ways to structure your school for effective RtIimplementation of RtI




• Identify next steps for RtI implementation

Feedback

• I want your feedback!

• How did I do?• How did I do?

• What do you need?

• How can I or your Edison team provide you more support?


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References

• Dibels Data System [Materials Downloads- 6th Edition Downloads and IDEL]. Retrieved

• from https://dibels.uoregon.edu/measures/index.php?action=download

• Fuchs, L. S. & Fuchs, D. (n.d). Using curriculum based measurements in response to, , ( ) g p

• intervention framework: Using CBM to determine response to intervention.

• Retrieved from http://www.rti4success.org/resourcetype/using-cbm-determineresponse-

• intervention

• Fuchs, L. S. & Fuchs, D. (2011). Using CBM for progress monitoring in reading.

• Retrieved from http://www.eric.ed.gov/PDFS/ED519252.pdf

• National Center on Response to Intervention (2011). Tools charts. Retrieved from

• http://www.rti4success.org/resourceslanding

• Wright J (n d) Curriculum-Based Measurement: A Manual for teachers Retrieved fromWright, J. (n.d). Curriculum-Based Measurement: A Manual for teachers. Retrieved from

• http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf


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