Transcript Response To Intervention (RTI)

Comprehensive Student
Support System (CSSS)
Response To Intervention
(RTI)
Castle/Kahuku
Complex Area Support Team (CAST)
Professional Development
February 24 and 25, 2014
1
Today’s Desired Outcomes

Understand the Comprehensive Student
Support System (CSSS) Implementation
Continuum

Gain a deeper understanding of Response
to Intervention (RTI)
2
Handouts

CSSS Continuum

How Do Our School’s Current Practices Align with the Essential
Elements of RTI? – Pyramid Response to Intervention

Creating a PRTI -

R.H. Dana Elementary School -

Pioneer Middle School -

Whittier Union High School District

Common Core Standards Implementation Process Model
Pyramid Response to Intervention
Pyramid Response to Intervention
Pyramid Response to Intervention
- Pyramid Response to Intervention
3
Systems/
RTI
Data Teams
4
College and Career
Readiness
5
Comprehensive
Student Support
System
CSSS
6
7
Think Abouts

Where are we going?

Where are we now?
8
Comprehensive Student Support System
Implementation Continuum
15-16
Supporting Quality Implementation of the Hawaii Department of Education's 6 Priority Strategies
1
ESTABLISHING
2
APPLYING
3
INTEGRATING
4
SYSTEMATIZING
School staff consistently:
•demonstrates nurturing
practices and
•implements a proactive student
behavior support system.
School
Climate and
Culture
School staff rarely:
•demonstrates nurturing practices
and
•implements a proactive student
behavior support system.
School staff frequently:
School staff occasionally:
•demonstrates nurturing practices and
•demonstrates
•implements a proactive student
nurturing practices and
•implements a proactive student behavior support system.
behavior support system.
CSSS Critical
Learning
Supports
The 6 critical elements of
CSSS are rarely applied to meet
the individual needs of all
students:
The 6 critical elements of
The 6 critical elements of CSSS
The 6 critical elements of CSSS are
CSSS are occasionally applied frequently applied to meet the individual are consistently applied to meet
the individual needs of
to meet the individual needs of needs of all students:
all students:
all students:
•Personalized Classroom Climate &
•Personalized
Instruction
Classroom Climate &
•Family School
Instruction
Community Partnerships
•Family School
•Support For Transitions
Community Partnerships
•Community Outreach
•Support For Transitions
•Crisis Prevention & Assistance
•Community Outreach
•Crisis Prevention & Assistance •Prevention & Early Intervention
•Prevention & Early Intervention
The following elements of RTI are
The following elements of RTI are The following elements of
applied to meet the individual needs of
applied to meet the
RTI are applied to meet the
individual needs of 0-39% of
individual needs of 40-69% of 70-89% of students:
students:
students:
•Personalized Classroom Climate
& Instruction
•Family School
Community Partnerships
•Support For Transitions
•Community Outreach
•Crisis Prevention & Assistance
•Prevention & Early Intervention
Response
to Intervention
•Universal Screening
•Progress Monitoring
•Multi-tier System of Supports
Data-driven decision-making
•Universal Screening
•Progress Monitoring
•Multi-tier System of Supports
•Data-driven decision-making
•Universal Screening
•Progress Monitoring
•Multi-tier System of Supports
•Data-driven decision-making
•Personalized Classroom Climate
& Instruction
•Family School Community
Partnerships
•Support For Transitions
•Community Outreach
•Crisis Prevention & Assistance
•Prevention & Early Intervention
The following elements of RTI are
applied to meet the individual
needs of 90-100% of students:
•Universal Screening
•Progress Monitoring
•Multi-tier System of Supports
•Data-driven decision-making
Schools will use the Continuum to self assess their current status in program implementation of the priority strategies as part of the Academic Review Team Process. (07/2013)
Complex Area Field
Assessment Average
As of Nov. 26 is…
2.88
APPLYING
10
WHY CSSS and RTI?

To provide support for ALL students to
achieve success.

The belief that ALL students are OUR
students
11
High Quality
Instructional
Leadership
Curriculum
Instruction
Assessment
6 Critical
Elements
Comprehensive
Student
Support
12
CSSS Continuum
3 Areas of the continuum are:
 School
6
Climate
Critical Elements
 Response
to Intervention
13
1.

School Climate
School demonstrates nurturing
practices and implements a proactive
student behavior support system.
14
2.
6 Critical Elements of CSSS
Personalized Classroom Climate &
Instruction
 Family School Community Partnerships
 Support For Transitions
 Community Outreach
 Crisis Prevention & Assistance
 Prevention & Early Intervention

15
3.
Definition of RTI
Response to intervention (RTI) integrates
assessment and intervention within a
school-wide, multi-level prevention
system to maximize student
achievement and reduce behavior
problems.
(National Center on Response To Intervention)
www.rti4success.org
16
Tie
17
Tier 1






(80-90%)
Universal
All Students have access to rigorous high
quality core instruction and
School-wide positive behavior support
Differentiated instruction – (WDO initiative)
All students screened and monitored 3x
year
Uses research-based strategies to address
the students’ needs
Collect and analyze classroom data to
make decisions
18
What Does Tier I TIER 3
Look Like?
TIER 2
CCSS
STEM
FI/DT
EES
IM
RTI
TIER 1
19
20
Danielson

Domain 2
 2b
– Establishing a Culture of Learning
 2d – Managing Student Behavior

Domain 3
 3b
– Using Questioning and Discussion
Techniques
 3c – Engaging Students in Learning
 3d – Using Assessment in Instruction
21
Tier 2
(10-15%)
Targeted

Small group – (up to 7 students with the same
area of need)

Targeted skill intervention – Supplemental
interventions that take place outside of core
instruction (Tier 1)



3-5 times per week/30 or more minutes per
session
Positive behavior group interventions
Progress monitoring every other week
 To determine next steps for students
22
Tier 3



(1-5%)
Intensive
Small group or individual (up to 3 students)
Supplemental interventions that take place
outside of core instruction (Tier 1)
Increased intensity and duration (daily 30
minutes or more)


Specialized, intensive interventions for highrisk behavior
Progress monitoring weekly or more
 To determine next steps for students
23
RTI Middle and High Schools
Suggested strategies for making time for
Tier 2 and 3 interventions:
 Modify
Instructional Roles
 Modify Student Schedules
 Before or After-School Interventions
 Paraprofessionals to Conduct Interventions
 Doubling on ELA/Math
24
Why RTI?
Effective implementation of RTI means:
Sustained improvements in academic
performance
 Decreased expulsion, behavioral
referral, and suspension rates
 Decreased inappropriate special
education referral and placement
rates

www.rti4wsuccess.org
25
RT(I)2

Response to Instruction
 Common Core; strong quality instruction;
what the teacher does

Response to Intervention
 Targeted
research-based instructional
interventions (academic and behavioral)
26
Essential Components of RTI

Universal Screening

Progress Monitoring

School-wide, Multi-Tiered Prevention System

Data-based Decision Making Process
27
Definition of Universal Screening

…is the practice of assessing all students in
a school with valid measures in the major
curricular areas (rdg/math), so that no
student at risk “falls through the cracks”.
28
Universal Screening

PURPOSE:
To identify students who are at risk

FOCUS:
ALL Students

TOOLS:
Brief assessments that are valid, reliable
and demonstrate diagnostic accuracy
for predicting learning or behavioral
problems

TIMEFRAME:
Administered more than one time per
year (e.g., fall, winter, spring)
29
Interactive
NCRTI Screening Tools
Select
Rdg/Math
Elementary
Secondary
Select
a
Tool
•
•
•
•
•
INFORMATION
Cost
Technology, Human
Resources and
Accommodations for
Special Needs
Service & Support
Purpose & Other
implementation
information
Usage & Reporting
http://www.rti4success.org/screeningTools
Filter
Compare
2 Tools
Progress Monitoring
PURPOSE: Monitor students’ response to instruction and
intervention
FOCUS:
Students who are identified through
screening as at risk.
TOOLS:
Brief assessments that are valid, reliable and
evidence based.
TIMEFRAME:
Students are assessed at regular intervals
(e.g., weekly, biweekly, or monthly)
31
Benefits of High Quality Student Progress
Monitoring






Accelerates learning due to students receiving
more appropriate instruction
More informed instructional decisions
Documentation of student progress for
accountability purposes
More efficient communication with families and
other professionals about students’ progress
Higher expectations for students from teachers
Fewer special education referrals
32
33
Collect
Organize
data
Monitor
and
determine
next steps
Identify areas
of strengths/
challenges
& Prioritize
Review the
data and
determine
indicators
to monitor
Select areas
to take action
& set goals
Select
interventions/
strategies to
focus on
34
What Do Effective Teams Look Like?





Are multi-disciplinary and include classroom
teachers
Follow a structured “problem solving” model
Use data to analyze the academic or
behavioral problem and match the student to
effective, evidence-based interventions
Develop a detailed research based
intervention plan to help staff with the
implementation
Check up on the teacher’s success in carrying
out the intervention
35
4 Key Questions of the
PLC/Data Teams




What exactly do we expect all students to
learn?
How will we know if and when they’ve
learned it?
How will we respond when some students
don’t learn?
How will we respond when some students
have already learned?
DuFour, DuFour, Eaker, & Many, 2006
36
Types of Decisions
(Data Based Decision Making)

Instruction

Evaluate Effectiveness

Fluid movement within the multi-level
system

Disability identification
(in accordance with IDEA and Hawaii State Law)
37
Steps in RTI Systems
Pyramid to intervention
A solid core program (Tier 1)
 Universal Screening
 Differentiated support within Tier I
 Progress monitoring of students within the
core program – use of formative
assessments
 Supplemental (Tier 2) intervention to
students slightly below grade level
 Progress monitoring of students within a
supplemental intervention

38
RTI Steps (continue)
Intensive interventions (Tier 3) to students
well below grade level
 Progress monitoring of students within an
intensive intervention
 Referral for formal evaluation for sped
eligibility

 As
part of determining eligibility, the data from
the RTI process may be used to ensure that a
student has received research - based
instruction and interventions.
39
Helemano School’s RTI
Implementation Checklist








Belief that all children can learn
Consistent school wide curriculum/interventions
Universal Screening /Progress Monitoring Tool
Trained test administrators
Personnel to interpret the data
Time in school for interventions to be provided
Personnel to provide timely and appropriate
interventions
Time to conduct problem solving meetings
40
What RTI is Not




Minor actions such as “called the parents”
or “moved the student’s seat”
Homework help or test preparation
Interventions delivered during Tier I
classroom instruction – (no Tier 2/3 pullouts at this time)
RTI Problem Solving team/Data Analysis
Team is not a group whose purpose is to
screen students to see if they should be
referred to Special Education
41
RTI is not a program, but rather a system
for meeting all students’ needs
Pyramid Response to Intervention
Pyramid Response to Intervention
Austin Buffum Mike Mattos Chris Weber
42
:
43
How do we
connect?
TIER 3
TIER 2
CCSS
STEM
FI/DT
EES
IM
RTI
TIER 1
44
Think Abouts
 Where are we going?
 Where are we now?
 How will we get there?
45
Comprehensive Student Support System
Implementation Continuum
15-16
Supporting Quality Implementation of the Hawaii Department of Education's 6 Priority Strategies
1
ESTABLISHING
2
APPLYING
3
INTEGRATING
4
SYSTEMATIZING
School staff consistently:
•demonstrates nurturing
practices and
•implements a proactive student
behavior support system.
School
Climate and
Culture
School staff rarely:
•demonstrates nurturing practices
and
•implements a proactive student
behavior support system.
School staff frequently:
School staff occasionally:
•demonstrates nurturing practices and
•demonstrates
•implements a proactive student
nurturing practices and
•implements a proactive student behavior support system.
behavior support system.
CSSS Critical
Learning
Supports
The 6 critical elements of
CSSS are rarely applied to meet
the individual needs of all
students:
The 6 critical elements of
The 6 critical elements of CSSS
The 6 critical elements of CSSS are
CSSS are occasionally applied frequently applied to meet the individual are consistently applied to meet
the individual needs of
to meet the individual needs of needs of all students:
all students:
all students:
•Personalized Classroom Climate &
•Personalized
Instruction
Classroom Climate &
•Family School
Instruction
Community Partnerships
•Family School
•Support For Transitions
Community Partnerships
•Community Outreach
•Support For Transitions
•Crisis Prevention & Assistance
•Community Outreach
•Crisis Prevention & Assistance •Prevention & Early Intervention
•Prevention & Early Intervention
The following elements of RTI are
The following elements of RTI are The following elements of
applied to meet the individual needs of
applied to meet the
RTI are applied to meet the
individual needs of 0-39% of
individual needs of 40-69% of 70-89% of students:
students:
students:
•Personalized Classroom Climate
& Instruction
•Family School
Community Partnerships
•Support For Transitions
•Community Outreach
•Crisis Prevention & Assistance
•Prevention & Early Intervention
Response
to Intervention
•Universal Screening
•Progress Monitoring
•Multi-tier System of Supports
Data-driven decision-making
•Universal Screening
•Progress Monitoring
•Multi-tier System of Supports
•Data-driven decision-making
•Universal Screening
•Progress Monitoring
•Multi-tier System of Supports
•Data-driven decision-making
•Personalized Classroom Climate
& Instruction
•Family School Community
Partnerships
•Support For Transitions
•Community Outreach
•Crisis Prevention & Assistance
•Prevention & Early Intervention
The following elements of RTI are
applied to meet the individual
needs of 90-100% of students:
•Universal Screening
•Progress Monitoring
•Multi-tier System of Supports
•Data-driven decision-making
Schools will use the Continuum to self assess their current status in program implementation of the priority strategies as part of the Academic Review Team Process. (07/2013)
Additional Resources

National Center on Response to Intervention
 www.rti4success.org
Universal Screening Chart –
http://www.rti4success.org/screeningTools
Progress Monitoring Chart -
http://www.rti4success.org/progressMonitoringTools

Intervention Central – Jim Wright
 http://www.interventioncentral.org/hi_doe

Tier 1, 2 and 3 powerpoints
47