Transcript Slide 1

Response to Intervention
A Framework for Educational Reform
School Review Certification Training
August 2, 2010
Adena Miller
Principal Consultant
RtI/PBIS Unit
Colorado Department of Education
The overarching purpose
of RtI implementation
is to improve educational
outcomes for all
students.
RtI Defined
(Colorado Dept. of Education)
Response to Intervention is an
approach that promotes a wellintegrated system connecting
general, compensatory, gifted, and
special education in providing high
quality, standards-based instruction
& intervention that is matched to
students’ academic, socialemotional, and behavioral needs.
A continuum of evidence-based,
tiered interventions with increasing
levels of intensity and duration is
central to RtI.
Collaborative educational decisions
are based on data derived from
frequent monitoring of student
performance and rate of learning.
Traditional vs. Problem-Solving
Focus on problems within
child
Focus on outcomes
Causes presumed to be
largely due to internal
variables
Causes presumed to be
largely due to external
variables
Unexpected
underachievement (relative
to good instruction)
Unexpected
underachievement (relative
to ability)
IQ-Achievement
discrepancy
Assumes better classification
leads to better treatment
Failure to respond to
empirically validated
instruction or interventions
Decisions about students
based on progress monitoring
data
Anger Management
Problem Solving
Attendance
Social Skills
Strengths &
Challenges
Adult
Relationships
Cooperative Skills
Peer Interaction
Math (Acceleration)
Reading
(Intervention)
PE
Academic
Strengths &
Challenges
Language Arts
Social Studies
Attendance
Science
No Child Left Behind
 Scientifically
based instruction
 Frequent progress monitoring with
changes in programs as needed
 Early intervention
 Student outcomes drive decisions
[LRP Publications, 2006]
Individuals with Disabilities Education
Act 2004
(B) Additional authority—In determining
whether a child has a specific learning
disability, a local education agency
may use a process that determines if
the child responds to scientific,
research-based intervention.
Six Components of RtI
To provide a framework with consistent language
Leadership is…
 About
inspiring others to be leaders
 About people
 A lot of hard work
(Tilly, 2009)
Effective leaders:
 Cause
their school to define what it is that they
want their students to know and be able to do;
 Cause their schools to align their curricula and
instruction to teach students these things;
 Keep score. And they use results from their
scorecard to improve teaching in a continuous
improvement manner.
(Tilly, 2009)
Redefining Leadership
 We
need to rethink leadership roles in
education. If we keep to the concept
that only administrators are leaders,
we will never have the manpower to
address all the problems that interfere
with causing all students to achieve.
Howard McMackin, Ph.D. Rolling Meadows High School (IL)
Six Components of RtI
To provide a framework with consistent language
Curriculum Across the Tiers
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Universal Tier
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Targeted Tier
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Provide foundation of curriculum and school organization that
has a high probability(80 – 90% of students responding) of
bringing students to a high level of achievement in all areas of
development/content
Choose curricula that has evidence of producing optimal levels
of achievement (evidence-based curriculum)
Supplemental curriculum aligned with Core Curriculum and
designed to meet the specific needs of the targeted group
Intensive Tier
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Focused curriculum designed to meet the specific needs of the
targeted group and/or individual
Consideration of replacement Core curriculum
One key question determines when, where, & how to
intervene
Is it the fish, or is it the water?
1st Grade Class:
Before Systematic Program
2004-2005
1st Grade Class:
Same Teacher After Systematic Program
2005-2006
Curriculum: Guiding Questions
(District or School )

Is curriculum evidenced-based and sufficient?
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How is evidence documented and what constitutes
evidence (both quantitative and qualitative)?

Is the curriculum aligned to the standards?
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How will the Core curriculum identify needs and how
will they be addressed?
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How will the effectiveness of the Core curriculum be
monitored and adapted over time?

For which children/students is the Core curriculum
sufficient and not sufficient, and why?

What specific supplemental and intensive curricula are
needed (does the Core curriculum need to be
changed)?
Instruction Across the Tiers

Universal Tier
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Targeted
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Instructional strategies that are proven effective by research
Instruction that is systematic and explicit
Differentiated instruction
Involves homogeneous small group or individual instruction
Explicit and systematic instruction targeting specific skill/content
Research-based instruction to such student factors as age, giftedness,
cultural environment, level of English language acquisition, mobility, etc.
Supplemental to Tier I instruction -- increasing time and intensity
Intensive

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Explicit, intense instruction designed to unique learner needs
Delivered to individuals or very small groups
Narrowed instructional focus and increased time
Curriculum & Instruction
 It
takes both:
 Reflection
and adaptation based on
student response
 Consideration of both curriculum or
intervention and instruction
 Analysis of evidence—is this a program
issue or an instructional issue?
Six Components of RtI
To provide a framework with consistent language
RtI Problem-Solving Team and
Process

When a student is struggling and needs targeted or
intensive intervention to succeed, a team of family
members, teachers, and specialists works to:
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Identify and prioritize concerns
Develop shared measurable goals
Plan prescriptive interventions
Progress monitor
Evaluate effectiveness
Move students up and down tiers as needed
Refer for possible special education consideration if insufficient
progress
Problem-Solving Process
DEFINE
Directly Measure Behavior/Skill
EVALUATE
ANALYZE
Response to
Intervention
Validate Problem
Identify Contributing
Variables
IMPLEMENT
Develop Plan and Implement as Intended
Progress Monitor and Modify as Necessary
Six Components of RtI
To provide a framework with consistent language
Purposes of Assessment

Identify strengths and needs of individual
students

Inform problem-solving process
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Inform instruction and necessary
adjustments

Evaluate the effectiveness of instruction
at different levels of system (e.g.,
classroom, school, district)

Inform educational decisions
Assessments in RtI
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Screening and Benchmark
Universal measures that give a quick read on whether
students have mastered critical skills.
Diagnostic
Individually administered to gain more in-depth
information and guide appropriate instruction or
intervention plans.
Progress Monitoring
Determines whether adequate progress is made based
on individual goals regarding critical skills.
Outcome
Provides an evaluation of the effectiveness of
instruction and indicate student year-end achievement
when compared to grade-level performance standards.
Progress Monitoring in RtI
Intensive Monitoring
Strategic Monitoring
For students who are struggling
with specific skills
Monitoring occurs more than at
the universal level to ensure
intervention is working (e.g.,
every 2-4 weeks).
Approximately 5-10% of
students.
For students with most intensive
needs that may be several
grade levels behind or above.
Monitoring occurs more often to
ensure intervention is working
(e.g., every 1-2 weeks).
Approximately 1-5% of
students.
Universal Level
Screening and benchmark
testing for ALL students.
Data continues to inform
instruction, but less frequently
(e.g., 3 times a year).
Enough monitoring for 80-90%
of students.
Outcomes of Progress Monitoring

Screening

Benchmark Testing
Goal: To identify students at academic or
behavioral risk
Goal: Evaluation of students at designated
periods
 Strategic
Monitoring
Goal: Monitoring individual students using ongoing
information about specific skills.

Intensive Monitoring
Goal: Based on an individualized plan, monitoring
individual students using ongoing information
about specific skills and interventions.
Sufficient Progress
Words Read Per Minute
GAP ANALYSIS GRAPH
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
Student Aim Line
Peer Average Aim Line
Actual Student Growth
1
2
3
4
5
6
7
8
9 10 11 12
Number of Weeks
Spring Benchmark of 90 minus Current Level of 20 = 70
(gain needed to close the Gap). Intervention resulted
in the 4.6 WPM growth per week necessary to close the
Gap with peers.
Insufficient Progress
Words Read Per Minute
GAP ANALYSIS GRAPH
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
Student Aim Line
Peer Average Aim Line
Actual Student Growth
1
2
3
4
5
6
7
8
9 10 11 12
Number of Weeks
Spring Benchmark of 90 minus Current Level of 20 =
70 (gain needed to close the Gap)Intervention did
not close the Gap – student needs more time, intensity
or a different intervention.
Sufficient Progress with Intense
Intervention
Words Read Per Minute
GAP ANALYSIS GRAPH
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
Student Aim Line
Peer Average Aim Line
Tier II Intervention
Tier III Intervention
1
2
3
4
5
6
7
8
9
10
Number of Weeks
11
12
13
14
15
16
Insufficient Progress With Intense Intervention –
Possible SPED Referral/Determination or More
Intervention
Words Read Per Minute
GAP ANALYSIS GRAPH
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
Student Aim Line
Peer Average Aim Line
Tier II Intervention
Tier III Intervention
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16
Number of Weeks
Six Components of RtI
To provide a framework with consistent language
Positive School Climate:
Essential Elements
•
A caring school community
•
Instruction in appropriate behavior
and social problem-solving skills
•
Positive Behavior Support (PBS)
•
Effective academic instruction
Positive School Climate:
Essential Practices
 Defining
and consistently teaching
expectations of behavior for students,
parents and educators
 Acknowledging
and recognizing
students and adults consistently for
appropriate behaviors
 Monitoring,
correcting or re-teaching
behavioral errors
Positive School Climate:
Essential Practices
 Engaging
teachers in a collaborative
team problem-solving process that
uses data to guide instruction
 Including
families in a culturallysensitive, solution-focused approach
to supporting student learning
Six Components of RtI
To provide a framework with consistent language
Families, Students and
Educators are“On the Team”
On a football team, every player has a job to do and
a role to play. Each player is respected for his/her
unique expertise. Each player practices and works
to become better at executing personal
responsibilities. The team works together to obtain
the best results possible.
Families, Students, and
Educators are“At the Table”
Picture a table where people are discussing a
problem.
Respecting and listening
 Understanding different perspectives
 Focusing on positive outcomes
 Disagreeing at times
 Intentionally working to compromise
Each involved party has a place “at the table”, even if
he/she can’t attend. All voices are heard.

“…No matter how skilled professionals are,
nor how loving families are, each cannot
achieve alone, what the parties, working
hand-in-hand, can accomplish together.”
(Adapted from Peterson and Cooper as cited by the Futures in School
Psychology Task Force on Family-School Partnerships, 2007)
RtI Lessons Learned
 Leadership
is crucial
 Special Ed
General Ed
Every Ed
 SLD
Criteria
 SIED Criteria
 Primary
emphasis on tier one vs. tier
two and three interventions
 What’s special about special
education?
State Technical Assistance
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Online Modules
 Problem-Solving/Consultation Online course
 Assessment/Progress Monitoring Overview &
Preparation: What You Need to Know
 Improving Math Outcomes for Struggling Learners
 SLD Online Course
 Family/Community Engagement Training in
development
Family/Community Engagement Toolkit Training
Problem-Solving Video & Guide
Secondary RtI Implementation Video in development
Development of a set of Fidelity of Implementation Tools
www.cde.state.co.us/rti
What is Fidelity of
Implementation?
The
extent to which an
intervention or approach (RtI) is
implemented as it was intended or
designed.
How RtI is being implemented in a
class, school, district, or state.
Coleman (2009)
How do you measure
Fidelity of Implementation?
1. Define what implementation should look like.
2. Establish levels of implementation (e.g. emerging,
developing, refining, optimizing).
3. Collect data on implementation (tools and
rubrics).
Coleman (2009)
Fidelity vs. Flexibility
 Circumstances,
conditions, and needs
vary from site to site so the
implementation of any approach
would also vary.
 How can we take this into account
when we design fidelity measures?
Coleman (2009)
Fidelity of Implementation:
Rubric Development Process
 January
2010
 Colorado
RtI—Fidelity discussed & defined
 Created a set of working assumptions
about what we wanted for these tools
 Decision to use six components
 Protocol for data gathering developed
 Visits to sites for data collection across
educational settings began
Identified Benefits
Provide shared language
Enhance systemic problem-solving process
Capture and validate good work so it does not get lost
Build ownership for the work
Connect all levels (preK-HS) to align practice
Inform other aspects of our work (i.e. school/district improvement
planning, professional growth plans)
Look across all components and status in each in combination efforts
Integrate practices deeply so that they become part of the “culture”
Promote follow through and long term planning
Lay the ground work for sustainability of practice
Learn from other districts, schools, and classrooms across state
Align work of districts and schools across the state
Identified Challenges
Time—how to make the tools useful and not seen as just one more thing
Making systemic—make the tools workable and easily to adapt as a
way of doing business
Leadership—getting everyone on board to ensure success; will not
happen without appropriate support and leadership
Vulnerability of systems—tools run the risk of being used in an
evaluative/punitive way instead of for continuous systemic improvement
Rigid use of tools (fidelity with flexibility)
Tools that will be appropriate preK-12, capturing needs of all levels
Self-report data—people tend to rate higher than they actually are
performing; need for body of evidence approach to include quality,
meaningful data to create exemplars
Preschool is not universal—how does this fit?
Concise, clear guidance around use, purpose, and intent of fidelity tools
so systems and teachers do not perceive as one more thing or way of
being judged or evaluated in a “gotcha” approach
Building trust for all in reflective practice
Plan for Sharing Statewide
 Regional
Meetings
 RtI/PBS Unit personnel to coordinate
 Counting on partnership with the field
to making this successful
The Right Work