Transcript Response to Intervention - Coventry Public Schools of

Response to Intervention:
Part 1
September, 2008
History
• Focus of Special Education services has shifted
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from procedures to outcomes and improvement.
Students receiving SPED services under the LD
label have increased dramatically from 22% in
1975 to 50% in 2004.
This number of students is too large for special
educators to implement research-based
interventions.
Why does my school need RTI?
• Many schools have had options for struggling
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students that have confusing entrance
requirements – Title I services or Special
Education.
Those have not been ideal methods for
preventing failure.
Learning Disabilities within Special Education has
really been a “wait to fail” model.
Legislation
• Recent updates to state and federal special
education guidelines are changing the way
schools are expected to support students with
academic and behavioral problems
• With the passage of the No Child Left Behind
Act, revision of IDEA and state regulations,
schools are now required to utilize proactive
approaches that match the service a student
receives with his/her level of need.
What is RTI?
RTI is comprised of the following components:
1. A 3-tiered model of instructional support
2. Evidence based instructional practices
4. System of universal screening and
progress monitoring
4. Problem solving as a decision making system
to determine who gets what interventions,
when and by whom
RTI & PBIS
• This RTI approach to behavior is imbedded in
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the School Wide Positive Behavior Intervention
and Supports Initiative (PBIS) that is currently
being implemented in all Coventry Elementary
Schools.
It is based on a problem-solving model that
is designed to prevent inappropriate behavior
through teaching and reinforcing appropriate
behaviors. PBIS offers a range of
interventions that are systematically
applied to students based on their need
3-Tiered Model
• Tier 1: Universal Interventions
- High quality instructional and behavioral
support in general ed classroom for all
- On-going progress monitoring for all
• Tier 2: Targeted Group Interventions
- Focus on students not responding to Tier 1
interventions
• Tier 3: Intensive Individual Interventions
- Interventions targeted at individual student
- Data collected at this level plays a key role in eligibility
decisions
Evidence-Based Instruction and
Interventions
• School staff implement specific, research-based
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interventions to address the student's difficulties
Intervention Library in RTI manual and soon to
be available on the web.
Interventions for all tiers in the areas of:
- Reading
- Mathematics
- Writing
- Organizational
- Social/Emotional/Behavioral
Progress Monitoring
• Continuous progress monitoring of student
performance and specific difficulties occurs
at all levels
• School staff use progress-monitoring data
to determine interventions' effectiveness
and to make any modifications as needed
Steps of Problem-Solving Model
2. Problem
Analysis
1. Problem
Identification
What is the discrepancy between
what is expected and what is occurring?
Why is the problem occurring?
5. Plan
Evaluation
3. Plan
Development
Is the intervention plan effective?
What is the goal?
What is the intervention plan to address this goal?
How will progress be monitored?
4. Plan
Implementation
How will implementation integrity be ensured?
Who may be on the Collaborative
Problem Solving Team?
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Referring Classroom Teacher
“Master” teachers/Interventionist
School Psychologist
Reading Specialist
Special educator
School Counselor
Building Leaders (principals, asst. principals,
curriculum leaders)
Others as needed (OT, PT, Speech & Language)
Benefits of Collaborative
Problem Solving Model
• Teachers are NOT alone!
• Lower teacher frustration
• Ideas from others:
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- with experience in similar situations
- with a different perspective
- with a fresh point of view
Students provided with instruction developed
through broader experience
Systemic & data-driven
How long does this process
continue?
• Team determines timeline
• Team evaluates and determines “success”
• When a child demonstrated “adequate”
performance, intervention planning stops
• May implement more than one
intervention within Tier 2
• If not successful, may consider more
intensive interventions
Four Organizing Principles
1. Earlier rather than later -- Prevention and early
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intervention are supremely more effective and efficient
than later intervention and remediation for ensuring
reading success.
Schools, not just programs -- Prevention and early
intervention must be anchored to the school as the
host environment and primary context for improving
student outcome
Evidence, not opinion -- Prevention and early
intervention pedagogy, programs, instruction and
materials should be based on trustworthy scientific
evidence.
Each and All-- To teach all children to read, we must
teach each child to read.
How we think about
achievement problems
• Perhaps the most important change
in thinking that is needed to move all
students toward proficiency in basic
skills is framing ALL achievement
problems in terms of variables that
teachers control.
Lessons To Be Learned From
Noah's Ark . . .
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One: Don't miss the boat.
Two: Remember that we are all in the same boat.
Three: Plan ahead. It wasn't raining when Noah built the Ark.
Four: Stay fit. When you're 600 years old someone may ask you to
do something really big.
Five: Don't listen to critics, just get on with the job that needs to be
done.
Six: Build your future on high ground.
Seven: For safety's sake travel in pairs.
Eight: Speed isn't everything. The snails were on board with the
cheetahs.
Nine: When you're stressed, float awhile.
Ten: Remember the Ark was built by amateurs, the Titanic by
professionals.
QUESTIONS
We will have
tough choices
to make –
we’ll decide
based on
what’s best
for our kids