An Introduction to Response to Intervention

1. An Introduction to Response to Intervention Building Rti Team could present their rationale for why they would like the school to participate in RtI implementation and be a school who receives coaching support.Building Rti Team could present their rationale for why they would like the school to participate in RtI implementation and be a school who receives coaching support.

2. Objectives 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

3. Fundamental 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! Most literacy curricula are developed with the �average� student in mind. Even newer curr. that include supplemental support curricula are often designed with a particular skill deficiency in mind - which may not meet the needs of a group of students you are concerned about.Most literacy curricula are developed with the �average� student in mind. Even newer curr. that include supplemental support curricula are often designed with a particular skill deficiency in mind - which may not meet the needs of a group of students you are concerned about.

4. One 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 Here�s where you can discuss the things you might have in place, but also how RtI will help the school put all the pieces together so the curriculum/instruction/ and evaluation all complement one another and staff have a common set of problem solving skills to help us focus on student needs. For example, you may have recently purchased a strong core literacy curriculum that has considerable evidence for it�s use. But you haven�t had a way to easily and frequently measure progress toward the general outcome of proficiency on state tests. Here�s where you can discuss the things you might have in place, but also how RtI will help the school put all the pieces together so the curriculum/instruction/ and evaluation all complement one another and staff have a common set of problem solving skills to help us focus on student needs. For example, you may have recently purchased a strong core literacy curriculum that has considerable evidence for it�s use. But you haven�t had a way to easily and frequently measure progress toward the general outcome of proficiency on state tests.

5. 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. Evidenced based practices [EPB] Is the same idea as Scientifically based Reading Research [SBRR] - just a broader term that encompasses academics and social behavior. Universal screening means all students are screened with the measurement system at least 3 times a year. Schools conduct screening assessments in a variety of ways (that can be determined based on your building. Problem Solving is learning a common language and process for focusing resources on student based needs.Evidenced based practices [EPB] Is the same idea as Scientifically based Reading Research [SBRR] - just a broader term that encompasses academics and social behavior. Universal screening means all students are screened with the measurement system at least 3 times a year. Schools conduct screening assessments in a variety of ways (that can be determined based on your building. Problem Solving is learning a common language and process for focusing resources on student based needs.

6. What�s a 3-tiered system?

7. This is a picture that perhaps you have seen - it�s used by the Positive Behavioral Support folks to talk about a school wide system of support. It�s a great depiction of RtI. PBIS is a type of Rti - for a behavioral focus. But this goes even further back to the Public Health literature where the model was Primary prevention [tier 1], Secondary Intervention [tier 2] and tertiary intervention ([tier 3]This is a picture that perhaps you have seen - it�s used by the Positive Behavioral Support folks to talk about a school wide system of support. It�s a great depiction of RtI. PBIS is a type of Rti - for a behavioral focus. But this goes even further back to the Public Health literature where the model was Primary prevention [tier 1], Secondary Intervention [tier 2] and tertiary intervention ([tier 3]

8. Why a pyramid? Maybe some of your staff need another way of looking at the pyramid - this depicts that interventions rest on a strong core instructional foundation.Maybe some of your staff need another way of looking at the pyramid - this depicts that interventions rest on a strong core instructional foundation.

9. 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 Ok - admit it. Are you one of the schools who have used Title 1 funds for paraprofessionals - but not for instructional purposes? Or maybe Title 1 was whatever that teacher chose to teach - not necessarily matched to what students needed. Ok - admit it. Are you one of the schools who have used Title 1 funds for paraprofessionals - but not for instructional purposes? Or maybe Title 1 was whatever that teacher chose to teach - not necessarily matched to what students needed.

10. This is a depiction of what might happen to students who are struggling but not enough for special education services. While some services might meet students needs - many do not, and thus, the �sea of ineligibility�. Struggling students trying to keep afloat!This is a depiction of what might happen to students who are struggling but not enough for special education services. While some services might meet students needs - many do not, and thus, the �sea of ineligibility�. Struggling students trying to keep afloat!

11. 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.

13. Measurement 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

14. 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� Generally, these are one minute samples of reading behavior - that predict overall reading skill [including comprehension]. In order to increase reliability when it�s used as a screening measure, students are given 3 one-minute reading samples, and the median score is selected. This question might arise: who will do the screening and progress monitoring? (the Center�s experience with this is that teachers initially prefer not to be involved in the screening assessment as they see it as too time consuming, and a cadre model is used to collect the data. However, after a year or 2 of implementation, many teachers prefer to collect the data, as they believe it helps them know right away who is on track and who is not] The Center would encourage you to encourage staff to assist in the data collection from the beginning. Generally, these are one minute samples of reading behavior - that predict overall reading skill [including comprehension]. In order to increase reliability when it�s used as a screening measure, students are given 3 one-minute reading samples, and the median score is selected. This question might arise: who will do the screening and progress monitoring? (the Center�s experience with this is that teachers initially prefer not to be involved in the screening assessment as they see it as too time consuming, and a cadre model is used to collect the data. However, after a year or 2 of implementation, many teachers prefer to collect the data, as they believe it helps them know right away who is on track and who is not] The Center would encourage you to encourage staff to assist in the data collection from the beginning.

15. 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 When you view this site - remember that reliability and validity are the most important components, so if the measure you are reviewing doesn�t get rated in these categories, you should probably not choose it for your school. When you view this site - remember that reliability and validity are the most important components, so if the measure you are reviewing doesn�t get rated in these categories, you should probably not choose it for your school.

16. Evidenced 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

17. Evidenced Based Literacy Practices 5 foundational skills of EBP for literacy: Phonemic awareness Phonics/word study Fluency/automaticity Vocabulary Comprehension The National Reading Panel [2000] reviewed 30 years of research and came to some conclusions about what is known especially in early literacy development. Sometime your intermediate grade teachers wonder why they would need to focus on this: because these are the skills that are not mastered and causing students difficulties in their classooms.The National Reading Panel [2000] reviewed 30 years of research and came to some conclusions about what is known especially in early literacy development. Sometime your intermediate grade teachers wonder why they would need to focus on this: because these are the skills that are not mastered and causing students difficulties in their classooms.

18. 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 Clearly, some new skills will need to be learned so that students�s needs are met. Some staff already have expertise in some areas, and so we can build on that as we develop professional development plans so that more people have the necessary skills/materials/resources to ensure student successClearly, some new skills will need to be learned so that students�s needs are met. Some staff already have expertise in some areas, and so we can build on that as we develop professional development plans so that more people have the necessary skills/materials/resources to ensure student success

19. Problem-Solving Process All school staff need to learn the problem solving process so we have a common approach to solving problems This is the 5 step process - a common language for us to use which is coming up in a few slides.This is the 5 step process - a common language for us to use which is coming up in a few slides.

20. Problem Solving: A 5 step process Problem Identification Problem Analysis Plan Development Plan Implementation Plan Evaluation Going from Tier 1 to Tier 2, uses an abbreviated problem solving process. Prob. Identification is that students are not at benchmark. Problem analysis would involve teachers� hypotheses about what skills students have and do not have based on data and observations, and then designing/choosing interventions that will teach missing but necessary skills to students. Plan development can be done in the group: what is the intervention, when will it be delivered, by whom, how often, and for how long - when will team meet again to review progress? Students receiving Tier 2 supports ideally will be progress monitored once/wk. Team meets again in approximately 1 month to evaluation the plan. Conducting some type of fidelity check would be especially important when students are not making progress. The degree to which the plan was implemented as planned can then be ruled in/out as a potential reason for lack of progress.Going from Tier 1 to Tier 2, uses an abbreviated problem solving process. Prob. Identification is that students are not at benchmark. Problem analysis would involve teachers� hypotheses about what skills students have and do not have based on data and observations, and then designing/choosing interventions that will teach missing but necessary skills to students. Plan development can be done in the group: what is the intervention, when will it be delivered, by whom, how often, and for how long - when will team meet again to review progress? Students receiving Tier 2 supports ideally will be progress monitored once/wk. Team meets again in approximately 1 month to evaluation the plan. Conducting some type of fidelity check would be especially important when students are not making progress. The degree to which the plan was implemented as planned can then be ruled in/out as a potential reason for lack of progress.

21. The resources needed for problem solving increase as the intensity of the problem increases. For example, for a small concern, the teacher may just speak with the parent and the problem gets solved. For more academic focused skills deficits, teachers will meet in grade level teams to identify students with similar skills and discuss enhancements to the core, and also plan Tier 2 intervention supports for students who are not on track to meet proficiency goals.The resources needed for problem solving increase as the intensity of the problem increases. For example, for a small concern, the teacher may just speak with the parent and the problem gets solved. For more academic focused skills deficits, teachers will meet in grade level teams to identify students with similar skills and discuss enhancements to the core, and also plan Tier 2 intervention supports for students who are not on track to meet proficiency goals.

22. 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

23. 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 Most schools have had some form of problem solving teams - maybe a student support team, or teacher assistance team, or child study team. Most of these teams had some things in common. It is rare when these teams were viewed as little more than something you had to do to get a student qualified for special education assistance. Generally, a teacher or parent referred a child - some interventions were tried [the quality of these varied greatly], and the degree to which any data were collected on whether the intervention worked or not also varied greatly. Often - the squeaky wheel got the grease. That is students portrayed by staff as significantly different from their peers were students who belonged in special ed. Most schools have had some form of problem solving teams - maybe a student support team, or teacher assistance team, or child study team. Most of these teams had some things in common. It is rare when these teams were viewed as little more than something you had to do to get a student qualified for special education assistance. Generally, a teacher or parent referred a child - some interventions were tried [the quality of these varied greatly], and the degree to which any data were collected on whether the intervention worked or not also varied greatly. Often - the squeaky wheel got the grease. That is students portrayed by staff as significantly different from their peers were students who belonged in special ed.

24. A 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.

25. 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 Staff are agreeing to 3 things: Frequent and continuous measurement of students at Tier 2/3 and 3 times a year of benchmark screening for all students- your leadership team will be deciding (with Center Director�s help] who will do this and how you will do this Professional development in the measurement system, evidenced based literacy practices, and the problem-solving system 3. Organizing to make quality literacy interventions a priority for the school You�ll want to take some kind of vote: public or by ballot. The idea is that this is something you can�t shove down people�s throats - they have to see the value and want to commit to trying a different approach. Re: coach - this is a person who is appointed by building administration, and who has some flexibility in his/her schedule. This could be a teacher if the teacher can be released and use a substitute. Other candidates might be a reading specialist, school psychologist or any person on your staff who has an interest - see Coaching Application on website for ideal qualifications. There will be a small stipend from the Center to support this function. The exact amount is not determined at this time, but will be in the neighborhood of $3000-5000.Staff are agreeing to 3 things: Frequent and continuous measurement of students at Tier 2/3 and 3 times a year of benchmark screening for all students- your leadership team will be deciding (with Center Director�s help] who will do this and how you will do this Professional development in the measurement system, evidenced based literacy practices, and the problem-solving system 3. Organizing to make quality literacy interventions a priority for the school You�ll want to take some kind of vote: public or by ballot. The idea is that this is something you can�t shove down people�s throats - they have to see the value and want to commit to trying a different approach. Re: coach - this is a person who is appointed by building administration, and who has some flexibility in his/her schedule. This could be a teacher if the teacher can be released and use a substitute. Other candidates might be a reading specialist, school psychologist or any person on your staff who has an interest - see Coaching Application on website for ideal qualifications. There will be a small stipend from the Center to support this function. The exact amount is not determined at this time, but will be in the neighborhood of $3000-5000.