An Introduction to Response to Intervention

An Introduction to Response to Intervention

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

MN Response to Intervention Center

Ann Casey, Ph.D.DirectorSt. Croix River Ed. District

acasey@scred.k12.mn.uswww.scred.k12.mn.us/RTI/RTIcontact.htm

RtI

Objectives for todayObjectives for today

Learn: What is RtI Why our school needs RtI What are the components that comprise an RtI system - must

haves Underlying assumptions for the model RtI is about school improvement - not about identifying students

for special education Decide if our school wants to commit to implementing an

RtI model of service delivery

Learn: What is RtI Why our school needs RtI What are the components that comprise an RtI system - must

haves Underlying assumptions for the model RtI is about school improvement - not about identifying students

for special education Decide if our school wants to commit to implementing an

RtI model of service delivery

Fundamental AssumptionsFundamental Assumptions

All the students are all our responsibility All students can make progress when given

the amount and kind of support needed Teaching to the middle doesn’t meet all

students needs. Therefore, we must use our resources in new,

different and collaborative ways to ensure each student is as successful as possible!

All the students are all our responsibility All students can make progress when given

the amount and kind of support needed Teaching to the middle doesn’t meet all

students needs. Therefore, we must use our resources in new,

different and collaborative ways to ensure each student is as successful as possible!

One final assumptionOne final assumption

Schools have not had all the tools and/or training needed to implement such a model where all resources are organized around ensuring each student is as successful as possible

Schools have not had all the tools and/or training needed to implement such a model where all resources are organized around ensuring each student is as successful as possible

What is RtI?What is RtI?

Response to Intervention is a 3 tiered model of instructional support for all students

RtI is a process comprised of 3 main components:

Evidenced Based Instructional practices System of Universal Screening and Progress Monitoring Problem Solving as a decision making system to determine

who gets what interventions, when and by whom The first assumption when students are not succeeding

is that they are struggling with the curriculum or instruction, and therefore, we need to make a change in one or both of those areas.

Response to Intervention is a 3 tiered model of instructional support for all students

RtI is a process comprised of 3 main components:

Evidenced Based Instructional practices System of Universal Screening and Progress Monitoring Problem Solving as a decision making system to determine

who gets what interventions, when and by whom The first assumption when students are not succeeding

is that they are struggling with the curriculum or instruction, and therefore, we need to make a change in one or both of those areas.

What’s a 3-tiered system?What’s a 3-tiered system?

Academic Systems Behavioral Systems

5-10% 5-10%

10-15% 10-15%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

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

75-85% 75-85%Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

A Smart System StructureEnter a School-Wide Systems for Student Success

Why a pyramid?Why a pyramid?

Tier 3

Tier 1

Tier 2

An aerial view- the implication is that all students need a strong foundation in core instruction

Why does my school need a 3 tiered system?

Why does my school need a 3 tiered system?

Many schools have had few options for struggling students - Title I services or special education

Those have not been ideal methods in preventing failure

In fact, special education has really been a ‘wait to fail model’, and Title I is a funding source and whether those resources resulted in student improvement varies greatly from school to school

Even if your school is making AYP, there are students at every grade level who are not on target for proficiency

Many schools have had few options for struggling students - Title I services or special education

Those have not been ideal methods in preventing failure

In fact, special education has really been a ‘wait to fail model’, and Title I is a funding source and whether those resources resulted in student improvement varies greatly from school to school

Even if your school is making AYP, there are students at every grade level who are not on target for proficiency

General Education

Special Education

Intensity of Problem

Amount ofResourcesNeededTo SolveProblem

Sea of Ineligibility

             

  

              

 

Title 1

PeerTutoring

Reading Recovery

Counseling

RtI is a process RtI is a process

Comprised of 3 components Measurement system that allows for frequent

monitoring of progress Instruction that is evidenced based for both core

and interventions Problem Solving process that relies on data to

determine who needs intervention, when, how, and what interventions to be delivered.

Comprised of 3 components Measurement system that allows for frequent

monitoring of progress Instruction that is evidenced based for both core

and interventions Problem Solving process that relies on data to

determine who needs intervention, when, how, and what interventions to be delivered.

Instruction

Prob

lem

Sol

ving M

easurement

RtI an integrated

System

MeasurementMeasurement

Schools have to make many choices about measurement tools - and often end up with several measures for the same purpose

We need different measurements for different purposes

Schools have to make many choices about measurement tools - and often end up with several measures for the same purpose

We need different measurements for different purposes

RtI requires an easy to use measurement system

RtI requires an easy to use measurement system

A system that allows for quick screening that is highly reliable and valid

A system that allows for frequent measurement to determine if students are progressing

Such systems are referred to as ‘general outcome measures’ or ‘curriculum-based measurements’

A system that allows for quick screening that is highly reliable and valid

A system that allows for frequent measurement to determine if students are progressing

Such systems are referred to as ‘general outcome measures’ or ‘curriculum-based measurements’

www.studentprogress.org/chart/chart.asp

www.studentprogress.org/chart/chart.asp

Schools should visit the National Center on Student Progress Monitoring to determine which measurement system best meets your schools needs

Schools should visit the National Center on Student Progress Monitoring to determine which measurement system best meets your schools needs

Evidenced Based PracticesEvidenced Based Practices

RtI is a process for improvement that can be used for both academics and behavior; however the MN RtI Center is funded to improve literacy outcomes at this time

RtI is a process for improvement that can be used for both academics and behavior; however the MN RtI Center is funded to improve literacy outcomes at this time

Evidenced Based Literacy PracticesEvidenced Based Literacy Practices

5 foundational skills of EBP for literacy: Phonemic awareness Phonics/word study Fluency/automaticity Vocabulary Comprehension

5 foundational skills of EBP for literacy: Phonemic awareness Phonics/word study Fluency/automaticity Vocabulary Comprehension

Literacy Professional Development

Literacy Professional Development

The professional development we undertake will be based on our student needs indicated by the data we collect, as well as teacher expertise or teacher need for expertise.

A study group/professional learning community model is encouraged

The professional development we undertake will be based on our student needs indicated by the data we collect, as well as teacher expertise or teacher need for expertise.

A study group/professional learning community model is encouraged

Problem-Solving ProcessProblem-Solving Process

All school staff need to learn the problem solving process so we have a common approach to solving problems

All school staff need to learn the problem solving process so we have a common approach to solving problems

Problem Solving: A 5 step processProblem Solving: A 5 step process

Problem Identification Problem Analysis Plan Development Plan Implementation Plan Evaluation

Problem Identification Problem Analysis Plan Development Plan Implementation Plan Evaluation

Adapted from Tilly, 2002Intensity of the problem

Reso

urc

es

for

Pro

ble

m

Solv

ing

Teacher& Parent

GradeLevelteams

BuildingPS team;IEP consideration

Problem Solving is used in each part of the pyramid

Problem Solving is used in each part of the pyramid

Grade level teams problem-solve regarding core instruction as well as deciding who are candidates for tier 2 interventions and what the interventions will be

A building problem solving team may decide who needs more intensive, tier 3 support, including special education

Grade level teams problem-solve regarding core instruction as well as deciding who are candidates for tier 2 interventions and what the interventions will be

A building problem solving team may decide who needs more intensive, tier 3 support, including special education

Think about Problem Solving in new and

different ways

Think about Problem Solving in new and

different ways Old

Student referred by teacher/parent One student at a time Decisions not necessarily data-based Not very prevention oriented

RtI Teaching teams review data of all students in the team Students not at benchmark are targeted for Tier 2 support in

addition to strong core instruction Focus is on success - keeping students from needing special

education

Old Student referred by teacher/parent One student at a time Decisions not necessarily data-based Not very prevention oriented

RtI Teaching teams review data of all students in the team Students not at benchmark are targeted for Tier 2 support in

addition to strong core instruction Focus is on success - keeping students from needing special

education

A Quick ReviewA Quick Review RtI is a process of 3 things: EBP, progress

monitoring, & problem solving The instructional practices comprise a 3 tiered

model of support with a strong core for all students, targeted supports for some, and intensive supports for a few.

We use universal screening and progress monitoring to help us determine flexible groupings and determine whether students are progressing or not.

RtI is a process of 3 things: EBP, progress monitoring, & problem solving

The instructional practices comprise a 3 tiered model of support with a strong core for all students, targeted supports for some, and intensive supports for a few.

We use universal screening and progress monitoring to help us determine flexible groupings and determine whether students are progressing or not.

Commitments for School Participation

Commitments for School Participation

Internal coach appointed part time to work with MN RtI Center and Site leadership team

SiteTeam for RtI implementation to include administrator, coach, and both general and special ed. staff

80% staff agreement and principal support Completion of an RtI Readiness checklist- can be done by

the team Embed RtI process in the school’s ongoing improvement

process/plan Agree to work with MN Rti Center through 2008-09

school year

Internal coach appointed part time to work with MN RtI Center and Site leadership team

SiteTeam for RtI implementation to include administrator, coach, and both general and special ed. staff

80% staff agreement and principal support Completion of an RtI Readiness checklist- can be done by

the team Embed RtI process in the school’s ongoing improvement

process/plan Agree to work with MN Rti Center through 2008-09

school year