Transcript Document

RtI: Focusing
Instruction for
Student Success
Reaching lives and making a difference
Andrea Ogonosky, Ph.D.
www.ogonoskylearning.com
(832) 656-0398
Bases for RTI in Federal Law
 1975: Initial purpose to provide FAPE in LRE
 1980s: Shift from access to schools to access
to curriculum and instruction, and
to
results in learning
 Now: Accountability for learning: language in
NCLB and IDEA ’04
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From NCLB:
“…holding schools, local education agencies, and States
accountable for improving the academic achievement
of all students…” and “…promoting schoolwide reform
and ensuring the access of all children to effective,
scientifically-based instructional strategies…” [PL 107-110
§1001(4) and (9)]
From IDEA:
“…to improve the academic achievement and functional
performance of children with disabilities including the
use of scientifically based instructional practices, to the
maximum extent possible.” [20 U.S.C. 1400(c)(5)(E)]
(emphasis added)
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Focus on curriculum rigor:
He that teaches us anything which we knew
not before is undoubtedly to be reverenced as a
master.
--Samuel Johnson
The teacher’s influence on student
achievement scores is twenty
times greater than any other
variable, including class size and
student poverty.”
Fallon (2003)
We believe in success for ALL
We Know that ALL children can learn. . .
We need to meet them from where
they are and then take them to where
we want them to be.
Response to Intervention
• Is a PROCESS for problem solving the delivery of
instruction and support in a manner that
enables the struggling learner access to the
curriculum.
• Grounded in ESEA Act of 2000 (No Child Left
behind): AYP and Highly Qualified Teachers
Commissioner’s Rules (11/07)
89.1040: Eligibility Criteria (9) Learning
Disability
(A) Prior to and as part of the evaluation. . . In order
to ensure that underachievement is not due to
lack of appropriate instructions in reading or
mathematics, the following must be considered:
(i) data that demonstrates. . . appropriate
instruction in reading. . . and/or mathematics
within general education settings delivered by
qualified personnel; and
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Guidance Document: Appropriate Instruction
• A school may determine that appropriate
instruction was provided to a student in the
general education setting by reviewing
curriculum and grade-level student performance
• RtI progress monitoring can provide data that
demonstrates an individual child has received
appropriate instruction by ensuring the majority
of students were able to master the objectives.
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Guidance Document: Data From
Repeated Assessments
• RtI progress monitoring, in-class tests based on
state standards, benchmark assessment, criterionreferenced measures, or other regularly
administered tests.
• Data from repeated assessments should typically
have been administered at evenly-spaced intervals,
such as once per week, over a reasonable period of
time.
• Reasonable period of time = 4-8 weeks, 6 weeks
being the average; should follow the requirements
of the particular instruction program or assessment
process in use.
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Guidance Document:
Fails to achieve adequately
for age or meet state-approved grade level standards
• May be determined by measures such as in-class test
scores, grade average over time, statewide assessment
scores, standardized achievement test scores, criterionreferenced measures, and/or a RtI process.
• A students failure to pass TAKS should not automatically
result in a LD referral and/or determination.
• Determination of LD should include a variety of
information sources and measures and should not be
based on a single measure.
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Eligibility Criteria (9) (B) (ii) LD
– (l) does not make sufficient progress when provided a
process based on the child’s response to scientific,
researched-based intervention (as defined in 20 USC,
Section 7801 (37)), as indicated by the child’s
performance relative to the performance of the
child’s peers on repeated, curriculum-based
assessments of achievement at reasonable intervals,
reflecting student progress during classroom
instruction;
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General Themes
Keep these general themes in mind:
1. RtI is a process to match the student’s needs
with strategies.
2. RtI is not a unidirectional but bidirectional
process.
3. This is NOT an indication of a need for special
education services.
Copyright © 2008 Mississippi
Department of Education
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Response to Intervention
• Multi-tiered problem solving process to
support all learners.
• Increased instruction and interventions based
upon student needs.
• Supports both academics and
social/emotional/behavior
• Promotes student success while building
teacher knowledge and resources
Multi-tier Model
ACADEMIC
Problem
Solving
BEHAVIOR
Problem
Solving
Tier 1: Core Instruction and
Universal Interventions
ACADEMIC
BEHAVIOR
Quality core instruction and strategies
School-wide PBIS
Differentiated Instruction
Expectations clearly communicated
Embedded Interventions
Social skills instruction
Proactive discipline policy
Universal Screening: Academic and Behavior
Continuous progress monitoring of grade level success
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Tier 1
Process at Tier 1 is to develop teacher skills in
differentiation of instruction to meet needs of all
students in classroom.
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Tier 1 Problem Solving
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Informal process between team and teachers
Case manager meets with teacher to discuss Tier 1
Case manager documents plan and reports to team
Teacher collects data
If student continues to struggle, begin progress
monitoring for baseline
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Effective Instruction
Active engagement of students
High success rates
Increased content coverage
Instruction that addresses the critical forms of
knowledge
Instruction in the organizing, storing, &
retrieving of info
Strategic instruction &explicit instruction
Instruction that teaches across subjects.
Copyright © 2008 Mississippi Department
of Education
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Tier 1: Foundations for AYP Success
• Shared ownership for all students
• High expectations and rigor
• Data driven differentiated instruction aligned with
student strengths
• Common Planning time for collaborative problem
solving
• Effective classroom management
• Strong student teacher relationships
• School Wide PBIS
Tier 2: Targeted Interventions
ACADEMIC
BEHAVIOR
Strategic and supplemental
Strategic and supplemental
Standard protocol / evidence-based
Evidenced Based (SEL)
Small group (5:1)
Social skills instruction
Peer / adult mentoring
 Rubric for decision making: decision rules, aim-line /goals, guidelines for
increasing /decreasing support or changing intervention.
 Focused continuous progress monitoring that increases with intensity of
instruction and intervention
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Tier 2
• Students that have not made progress and met goals using
Tier I interventions are given additional support
• Students identified for Tier 2 are those who exhibit
significant deviation from grade-level peers
• Interventions include small group instruction time that is
supplemental on student instructional level.
• 2-3 times per week of additional instruction (30 -45
minutes)
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Strategic Interventions
• Does the intervention meet NCLB standards?
• Are the interventions linked to the student
instructional level?
• Does the intervention “link” to the problem
definition?
• Have the staff been trained?
Tier 3: Intensive Interventions
ACADEMIC
BEHAVIOR
Increased strategic and supplemental
Small group counseling
Group size decreased (3:1)
Individualized Behavior Action Plan
Frequent, daily mentoring
Align academic interventions to increase
AET
 Rubric for decision making: decision rules, aim-line /goals, guidelines for
increasing /decreasing support or changing intervention.
 Focused continuous progress monitoring that increases with intensity of
instruction and intervention
Pattern of inadequate responses may lead to refer for Section 504 or Special
Education
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Tier 3
• Increased intensity of intervention
• Tier 3 increases the frequency of instruction
as well as decreases group size during
intervention.
• Most intensive phase of RTI
• Interventions include two 30-minute sessions
per day for a minimum of 4-6 weeks
• Implementation of intervention needs to be
documented for accountability
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RTI TEAM MEETINGS
Problem-Solving Method
What is the problem? Define the problem and directly measure
the behavior
Did it work? Evaluate
response to
intervention using
multiple sources of
data
Why is it happening?
Validate the problem and
identify variables that
contribute to problem
What should be done about it? Develop a plan and
implement as Intended; progress monitor and modify
as necessary
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Fundamental Questions to Ask
• What do we want students to know?
• How do we know if the students have learned
it?
• What do we do when students don’t learn it?
• Do we believe that they can learn it?
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Problem Solving Paradigm
• What does it take to have successful outcomes for all
students?
• Two parameters:
1. Don’t ask for more staff: typically it is not an issue
of more, but how to use exiting staff differently.
2. Don’t need to purchase interventions -it is helpful,
but – the best interventions are free: solid
instruction plus strategy building.
Problem Solving Teams
RtI Team
• This team may have members who also have a
role in other school collaborative teams.
• Its membership is varied and broad, including a
core membership of teachers and professional
staff with roles and expertise to provide critical
input to the process.
• The focus of this team is the daily work of student
achievement and outcomes, rather than special
education eligibility.
Problem Solving Teams
RtI Team
• The focus of this team is the daily work of student
achievement and outcomes, rather than special
education eligibility.
• They monitor the process of tiered interventions
and review data to make collaborative decisions.
They have assigned roles that may vary
throughout the year. Team meetings should
• include additional participants who have
pertinent information about the topic,
Problem Solving Teams
RtI Team
• This team could include a parent, speech and
language pathologist, gifted education
teacher, ELL, other special education support
staff
• The team maintains an atmosphere in which a
grade level team or referring teacher feels
welcomed and supported.
RTI DATA
The National Research Center on Learning
Disabilities (NRCLD, 2006) defines RTI as:
“…an assessment and intervention process for
systematically monitoring student
progress and making decisions about the need for
instructional modifications or
increasingly intensified services using progress
monitoring data.”
Progress
Monitoring
•Students with
targeted skill needs
5-8%
15%
Intensified Progress
Monitoring
•Student with most
intensive needs
•3 times per week
•Instructional level
•Interventionist
Universal Screening
•1-2 x per week
•Screen all students
•Instructional level
•Interventionist
80 %
•3 x per year
•Grade level
•General education
teacher
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Balancing Assessments
-- Assessment systems
-- Multiple measures
-- Varied types
-- Varied purposes
-- Varied data sets
-- Balanced with needs
RtI Assessment: Multiple Sources
• Includes a continuum of strategies and
assessment tools:
 daily classroom instruction
 periodic checkpoints
 annual snapshots
• Balance is achieved by:
 how you use the data
 employing multiple measures
 match various assessments to intended purpose.
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Show Me the Data!
Remember . . . if it is not documented
. . . Then IT DID NOT HAPPEN!
Questions?