Transcript An Introduction to Response to Intervention

An Introduction to Response to
Intervention
MN Response to
Intervention Center
RtI
Ann Casey, Ph.D.
Director
St. Croix River Ed. District
[email protected]
www.scred.k12.mn.us/RTI/RTIcontact.htm
Objectives for today
 Learn:
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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 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!
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
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.
What’s a 3-tiered system?
A Smart System Structure
Enter a School-W ide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
¥Individual Students
¥Assessment-based
¥High Intensity
¥Of longer duration
5-10%
10-15%
Targeted Group Interventions
¥Some students (at-risk)
¥High efficiency
¥Rapid response
Universal Interventions
¥All students
¥Preventive, proactive
75-85%
Intensive, Individual Interventions
¥Individual Students
¥Assessment-based
¥Intense, durable procedures
5-10%
10-15%
Targeted Group Interventions
¥Some students (at-risk)
¥High efficiency
¥Rapid response
75-85%
Universal Interventions
¥All settings, all students
¥Preventive, proactive
Why a pyramid?
Tier 1
Tier 2
Tier 3
An aerial viewthe implication is
that all students
need a strong
foundation in
core instruction
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
Sea of Ineligibility
Amount of
Resources
Needed
To Solve
Problem
Reading
Recovery
Title 1
Peer
Tutoring
General
Education
Intensity of Problem
Counseling
Special
Education
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.
RtI an
integrated
System
Instruction
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
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’
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
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
Evidenced Based
Literacy Practices
 5 foundational skills of EBP for literacy:
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Phonemic awareness
Phonics/word study
Fluency/automaticity
Vocabulary
Comprehension
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
Problem-Solving Process
 All school staff need to learn the problem
solving process so we have a common
approach to solving problems
Problem Solving:
A 5 step process
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Problem Identification
Problem Analysis
Plan Development
Plan Implementation
Plan Evaluation
Grade
Level
teams
Building
PS team;
IEP consideration
Teacher
& Parent
Intensity of the problem
Adapted from Tilly, 2002
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
Think about Problem Solving
in new and different ways
 Old
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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 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.
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