Transcript Slide 1

Response
to
Intervention
( AKA: RtI )
A Little History…
• Pre-Referral Teams
(Ducks in a row)
• Care Teams
(Problem admiration Society)
• Teacher Support Teams
(“Laundry List,” Accommodations, “It ain’t over until
somebody cries”)
• Problem Solving Teams
(Agenda, Problem Statement,
Intervention vs. Accommodation, Data
• Standard Treatment Response Teams
Beth Wood
3-tiered model in both academics
and behavior
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
What is RtI?
Response to Intervention is
the use of high quality
instruction matched to student
need using
level of performance and
learning rate
over time
to make educational decisions.
What is RtI?
Response to Intervention is
the use of high quality
instruction matched to student
need using
level of performance and
learning rate
over time
to make educational decisions.
How are these students doing?
100
90
80
70
60
50
40
30
20
10
0
Gen Ed
at risk
1st Qtr
2nd Qtr 3rd Qtr
Level?
4th Qtr
Rate?
Time?
How are these students doing?
100
Reading Growth
90
80
70
60
Gen Ed
at risk
50
40
30
20
10
0
1st Qtr
Level ?
2nd Qtr
Rate?
3rd Qtr
4th Qtr
Time?
Critical Questions
• What do we expect students to learn?
• How will we know when they have learned
it?
• How will we respond when they don’t?
• What will we do with the students who
have already learned it?
Whatever It Takes DuFour et. Al.
Problem Solving Features
• Designed for individual students
• Isolate, identify, and define the problem(s)
• Target the behavioral/ academic
performance or skill deficit with studentspecific interventions
• Frequent progress checks
• Instructional decisions based on data
Beth Wood
Standard Treatment Response
•Based on Benchmark/Universal Screening for
ALL students in the fall, winter, and spring
•Reading, Math, Writing, Attendance,
Performance
•Grade Level or Department Meetings
•Supplemental instruction for groups of students
with similar skill defects or fragile skills (Tiers)
•Intensive instruction for chronic non-responders
•Progress Monitoring
•Decision-making on live data
•Frequent review of data
STEP ONE
Pick a target !
A Very Good Place to Start
Take an inventory:
Current instructional initiatives?
Professional Learning Communities (PLC)
Positive Behavior Schools (PBS)
Reading First
Are current systems working?
If so, integrate initiatives. Remember circuits
in systems can overload!
#1 PLC Question
• What do we expect students to learn?
GLE, Curriculum
Benchmark, Skill
Evidence of Mastery
Prerequisite
Skills
Describe the principles
of federalism, separation
of powers, checks and
balances, purpose of
majority rule, and dual
sovereignty.
Students will be able to
describe how the
legislative branch
checks the executive
branch of government.
Knowledge of the
3 branches of
government and
concept of
checks and
balances.
Decode VC, CV,CVC,
VCC, CVCV
combinations
25 nonsense words
read correctly in 1
minute
Letter sound
fluency
Assessment
Target
Date
FormativeGraphic
Organizer
SummativeConstitution
Test
End of 2nd
quarter
AIMSweb
probes
End of 2nd
Quarter
Step Two
Data analysis
and making
connections
Three-tiered Intervention Model
Tier 1: Curriculum-based assessments used to determine
appropriate interventions and strategically designed
instruction provided to all students (80-90%)
Tier 2: Targeted prevention or remediation for students
whose performance and rate of progress lag behind the
norm (5-10%)
Tier 3: Specialized intervention protocol for students with
the most intense needs (1-5%)
Universal Screening
Pyramid construction through…
• Frequent and efficient measurementsCurriculum-Based Measurement (CBM)
AIMSweb
DIBELS
Common Assessments
• Cyclical standardized/normed group testingFall/Spring (i.e. ITBS/MAP)
Universal Screening
• Administered Early Fall, Winter, Late
Spring
• “Big Picture” of intervention
effectiveness adjustments
• Pyramid adjustment
STEP THREE
Interventions
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Tier One Interventions
Implementation in classroom setting
Instruction based on data
Delivery based on data
Grouping based on data
Scientifically Research-based, EvidenceBased, or (minimally) Promising
Practice status
High Quality Classroom Instuction
• Focus on the established curriculum
• Effective lesson design
• Proven instructional practices, strategies and
resources
• Researched-based group/individual interventions
• Communication/collaboration among instructional
staff
• Guiding principle of student-centered decisionmaking
More Intervention Strategies
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Non-linguistic reps
Metaphors, analogies
Mnemonics
Concept association
Recognizing effort
Practice & homework
Cooperative Learning
Summarizing
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Note taking
Generate/test hypotheses
Advance organizers
Cueing & Questioning
Teaching vocabulary
Teaching details
Organizing ideas
Teaching skills/processes
Tier One Intervention Tips
• Flexible grouping
• Differentiated Instruction
• Classroom Learning Centers
Tier Two Interventions
Individual and small group for targeted
skill, concept, and behavior instruction
Continues only until the specific skill, concept, or
behavior is in place (Usually short term)
Typically occurs 2-3x per week
Different interventions than Tier 1
Tier Three Interventions
• Similar to Tier Two
• Formalized Written Plan
• Longer and more frequent delivery of
focused instruction
Standard Treatment Protocol
• A set of evidence based practices (standard
treatment)
• Designed to be used in a
systematic manner
• Often scripted or highly structured
• High probability of producing change
• Replaces less precise brainstorming
sometimes associated with problem solving.
• Allow decision-making teams to be more
efficient and effective!
The 3 MOST important factors for
instructional interventions:
Fidelity
Fidelity
Fidelity
Strategy Websites
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http://www.interventioncentral.org
http://www.aimsweb.com
http://www.specialconnections.ku.edu
http://www.resourceroom.net
http://rti4success.org “National Center on RtI”
http://its.guilford.k12.nc.us/act/strategies
http://iris.peabody.vanderbilt.edu/
http://edweb.sdsu.edu/triton/guides/sfa.html
http://www.enchantedlearning.com
http://www.graphicorganizers.com
http://rtinetwork.org
http://www.fcrr.org “Florida Center for Reading Reseach”
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STEP FOUR
Relevant/Reliable
Progress Monitoring
Monitoring of Implementation
Tier 1: Defines necessary instructional modifications;
Provides proficiency level data; Identifies students in
need of Tier 2 interventions; Serves all students; 3x per
year
Tier 2 : Determines the effectiveness of intense
intervention protocol; Provides rate of progress data;
Serves targeted students; 2x per week
Tier 3 : Determines proficiency of targeted skills and rate
of progress; generates decisions for need of 504 plans
or IEPs; _x per individual plans
Curriculum-Based Measurement
Data from CBM measures serve as indicators
of academic proficiency in subject areas such
as math, reading, and writing, just like…
– Temperature in degrees serves as an indicator of
overall wellness
– Weight in pounds serves as an indicator of overall
health
– A litmus test serves as an indicator of a solution’s
acidity
Erika Lempke
Curriculum-Based Measurement
for
Universal Screening
• Technical Characteristics
– Predict performance
• Reliable
• Valid
– Reflect progress
• Reliable
• Valid
– Tied to other
measures of academic
proficiency
• Practical Characteristics
– Inexpensive
– Easy to use
– Time efficient
– Sensitive to small
changes in
performance
– Easy to understand
Erika Lempke
The Glue
RtI is a team
sport
The Glue
Codified Processes and Procedures
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Schedule and Timelines
Team Activities
Data Collection Protocols
Common Assessments
Assessment Calendars
Staff roles and responsibilities
Staff Training
Problem Solving Team Process
or
Building-wide Issue
Student-specific Issue
Technical
Support Personnel
Building Leadership
Classroom Teacher
Problem Solving
Core Membership
Roles
Responsibilities
Support Plan
Plan
School Community
Data Collection
System
Plan
Student
At the meeting…
• Students are identified through the
distribution report or other data
• Interventions are discussed and selected
• Groups are created
• Implementers are pinpointed
• Blocks of intervention time are identified
• Realistic and ambitious goals developed
• Progress Monitoring measures and schedules
are selected
At the meeting…
• Plans are made to collect and graph
data
• Fidelity of Implementation checks are
planned for upfront
• Follow up meetings to review data and
make decisions are scheduled
• Materials, resources, and any needed
professional development are provided
• And later, progress is published and
celebrated!
Resources/Acknowledgements
Steve Belden
Beth Wood
Erika Lempke