Transcript Response To Intervention

Response To Intervention
“An Overview of key components for
successful implementation”
Owen Stockdill
Response to Intervention
• Response to Intervention (RTI) is a:
– Systems level approach that stresses
providing tiered instruction / intervention for all
students based on their identified need
through the analysis of current individual
student data.
– The greater the student need… the greater
the intensity of allocated time and
intervention.
“Primary Focus ”
• This presentation will stress the
foundational knowledge and
components that need to be in place
prior to beginning training in the
“problem solving” process.
Topics to be covered
• Understanding of Key Components
embedded in RTI.
• Establishing a Building Wide Culture of
Readiness.
• Developing and Implementing a RTI
infrastructure
Components Embedded in RTI
• Rationale:
– Building Level Staff Members should have a
uniform understanding of RTI.
– A common understanding of the goals of RTI
increase the likelihood that “buy in” can be
established.
The RTI Components
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Universal Screening
Progress Monitoring
A Tiered Instructional Model
Fidelity of Implementation
Data-Based Decision Making
Universal Screening
• Definition – The process that allows staff to
gather an “ongoing manageable” measure of
progress of all students throughout the year.
– “Benchmarking” is recommended in the fall, midyear,
and spring.
– Used to determine where students are in their growth
process.
• This data is an “initial guide” in the process of determining
need and placement for support through the tiered approach.
“Universal Screening”
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“Curriculum Based Measures”
• CBM’s provide an ongoing “time efficient”
assessment of student progress in Reading,
Math, Spelling, and Written Language.
• CBM’s are timed assessments given with the
intent of establishing baseline data.
• CBM’s are General Outcome Measures
– They don’t measure everything…but they measure
“important things” that can be tied to student
achievement.
“Reading CBM’s”
• Early Literacy – emphasis on establishing a
measurement of the phonemic awareness and phonics
components of literacy as per findings of the National
Reading Panel. Effectively used in grades “K – 1”.
– Letter Naming Fluency (LNF) – Students are provided the opportunity
to name letters within one minute.
– Letter Sound Fluency (LSF) – Students are provided the opportunity to
name the primary sounds associated with each letter.
– Nonsense Word Fluency (NWF) – students are provided with the
opportunity to “decode” the sounds composing a
“nonsense” word. (ex. bim).
– Phoneme Segmentation (PSF) – students are provided the opportunity
to segment a word emphasizing each sound that they hear. (ex.
rabbit… r..a..b..i.. t).
“Reading CBM’s”
• Comprehension is the Ultimate Goal!
– High Levels of comprehension should be advanced
through strategies and application.
• Fluency is an underpinning of Comprehension.
– Growth overtime on “CBM-Fluency Measures” have
been shown to correlated with growth on global tests
of reading comprehension
– Fluency does not test comprehension. But the level
of fluency does serve as an excellent indicator of the
reader’s comprehension skills.
– Fluency measures in Reading are recommended for
students in Grades 2 – 8.
Progress Monitoring
• Definition – the process that allows staff to
identify and track students who, through data
analysis, are progressing below an expected
“aim” line.
– Progress Monitoring is recommended when a
students “benchmark assessment” or subsequent
probes have him/her falling consistently below a
prescribed national, district, or building level norm. (3
or more probes)
– Progress monitoring should be completed at one to
two week intervals to determine the effectiveness of
the teacher or strategist/specialist lead intervention.
Progress Monitoring
• Aim Line – a line that suggests the
consistent progress that would be
necessary for the student to move from
his/her current achievement to the level
prescribed at the completion of his/her
spring benchmark period.
• Growth Line – a projected line of growth
that will be achieved based on the
students current trends with recorded
progress monitoring probes.
Tiered Service Delivery
• The RTI approach – multiple tiers
representing increasingly intense services
that are directly correlated to increasing
levels of learner needs.
The RTI “Tier” Triangle.
Highly
Intense Intervention
for 1 -5% of t he student
population. Can include
Spec. Ed. Services
Targeted Intervention:
Designed to meet the
needs of 15% or less
of students. Involves both
Standard Treatment Protocol and
the Problem Solving Model
Teacher Lead “General Instruction”
Should be meeting the needs of
approximately 85%of your students.
Requires that the core curriculum be
based on scientifically reliable research.
Tier I “The Core Curriculum”
• The core curriculum should be successful in
reaching the instructional needs of 80 – 85% of
the students.
• Reading: The 5 core components should be
taught using systematic and explicit connective
instruction as per The National Reading Panel.
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Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Components of Scientific Based
Reading Instruction.
• Phonemic Awareness – the ability to distinguish,
produce, remember and manipulate the individual
sounds (phonemes) in spoken words. Includes both
blending and segmenting sounds in words.
• Phonics – understanding the predictable
correspondence between phonemes & graphemes.
Used in a progression that includes decoding unfamiliar
words and then progressing to recognizing familiar
words with automaticity. (Explicit phonics instruction
helps average children learn to read and spell more
accurately and fluently that those who don’t receive
phonics instruction.)
Components of Scientific Based
Reading Instruction
• Fluency – The reading of text with sufficient
speed & accuracy to support comprehension.
• Vocabulary Development – Best achieved by
reading itself, oral language practice, and
instruction in a broad range of topics. Meaning
acquisition will increase with repeated exposure
to a word’s use in context and by explicit direct
instruction in word meaning.
• Comprehension – requires skills and strategies,
background knowledge and verbal reasoning.
(Moats 2008)
Tier II “Early Intervention”
• Teacher driven interventions used with fidelity.
– Interventions are selected based on student need
identified through data analysis.
– Interventions are maintained until a clear trend
develops indicating the students (positive or negative)
response.
• This response can be determined via continuous data points
( a minimum of 3) or established trends.
• If the student’s response is favorable … maintain the
intervention until a gradual reduction is in order.
• If the student response is not favorable… add to, or change
the intervention.
• A minimum of two interventions should be
attempted prior to moving on to Tier III.
Intervention Options
• There are two methods of prescribed early
intervention.
– Standard Treatment Protocol (Group Intervention)
• An intervention is put in place for a group of students who
share an identified common weakness. (Can resemble the
small group instruction typically provided in targeted
assistance Title I.)
– Individual Intervention (Selected from a wealth of
sites)
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Intervention Central
Univ. of Texas Center for Reading & Lang. Arts
Florida Center for Reading Research www.fcrr.org
www.scred.k12.mn.us
RTI Toolkit: A practical guide for Schools (2007)
Local compilation: Mandan Public Schools Website
Tier III “Intense Intervention”
• The use of the problem solving model and
possible access to services through
Special Education.
• Problem Solving Model
• Problem Identification
• Problem Analysis
• Plan Development
• Plan Implementation
• Plan Evaluation
Problem Solving Model
Characteristics
• Problem Analysis is based on determining if the
problem is learner, environmental, curricular, or
instructional in nature.
• A goal is selected and the intervention plan is
developed. It should include specifics regarding
the intervention and the measurement plan.
• The plan is implemented with integrity checks in
place
• The Plan is evaluated for effectiveness.
• Problem Identification is based on Data
Collection… including data analysis, interviews
& observations.
Tier III “Intense Intervention”
• Consistent failure to close the discrepancy between the
student’s achievement and that of his assigned peers
may result in referral for assistance through the realm of
special education.
• Placement on a special educator’s caseload would be
determined through:
– An ongoing review of the student’s data that includes: Student
Demographics; State/District/Building level assessments; CBM’s;
review of aim & trend lines; review of attempted interventions
and results. (Not reliant on the Achievement & Abilities
Testing…but they can be considered.)
• Warranted placement in Special Education
– the student is involved in the IEP process where Sp. Ed.
regulations would oversee goals, objectives, needed
accommodations and related services.
Fidelity of Implementation
• Fidelity needs to be monitored across all tiers.
• Tier I
– Has your district had discussion about what
constitutes your core curriculum?
– Has your district made decisions at “grade level” what
components of the core are high priority due to their
alignment with state standards?
– Has a plan been put in place that establishes “buy in”
regarding what will be taught…coupled with a system
to check instructional fidelity?
Fidelity of Implementation
• Tier II
– Has the teacher / interventionist developed a
plan that includes intervention logistics.
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How often the intervention will be used.
Where the intervention will be done.
What data will be gathered to show success.
How often will this data be gathered.
Development of decision making rules.
– How many data points will be required prior to making a
decision regarding effectiveness.
– What is the desired amount of growth that would indicate
success with the intervention.
Fidelity of Implementation
• Tier III
– Have the components of problem solving
been applied?
– This again includes:
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Problem Identification
Problem Analysis
Plan Development
Plan Implementation
Plan Evaluation
Data Based Decision Making
• Successful implementation of RTI hinges
on data collection and analysis.
• The “screening data” collected through
benchmarking and progress monitoring
should be:
– Easy to administer and interpret
– Short in duration
– Able to show change over small periods of
time
– Standardized
Data Collection Options
• Aimsweb
– Provides access to CBM’s in Reading, Math,
Written Language, Spelling and is moving into
the realm of Behavior.
– Allows for immediate upload / downloads.
– Data is organized and made available in a
variety of graphs / charts.
– Cost is based on a “per student fee”.
• DIBELS
– Provides the same services as Aims but in
Reading only.
Establishing Readiness
• Awareness
– Establish a need for change
• What does your current data show regarding
student progress?
• Is AYP a concern?
– Explore options
• Book Reviews
• Attend Trainings
Establishing Readiness
• Select Approach and Establish “Buy In”.
– Provide staff with “informational based
training” on RTI.
– Discuss how implementation of RTI might
positively impact your school.
– Chart the positive and negative impacts of
making this change
– Establish a “Buy In” criteria.
Developing Infrastructure
• Facilitate staff needs for consistent grade
level Reading blocks & planning time.
– Develop a schedule that provides an
uninterrupted instructional Reading Block.
(90 minutes)
– Develop a schedule that provides a consistent
time for collaborative staff planning. (90
minutes every other week)
• This planning time centers on: 1) Professional Development
2) Child Study 3) Planning for collaborative instruction.
– This type of schedule will result in
adjustments made to your building’s master
schedule.
Developing Infrastructure
• Develop a plan to implement a Screening
& Progress Monitoring procedure.
– This can be accomplished through the use of
Aims Web.
– Prescribed trainings and use of the process
quickly help staff develop a comfort and
reliance on data to make decisions.
RTI The Model in Review
• The components represent the foundational
blocks for a successful program.
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Universal Screening (CBM’s)
Progress Monitoring (CBM’s)
Tiered Approach (General Ed & Interventions)
Fidelity of Instruction (Core curriculum &
interventions.
– All based on sound data and its analysis.
• The created delivery system that includes time
for professional development, child study, and
collaborative planning represents the mortar that
holds it all together!
RTI The Model in Review
(Universal Screening)
• Explain what Universal Screening is… and its
role in the RTI process.
• How often should every child be “benchmarked?
• What are Curriculum Based Measures?
• Are these probes administered in a “full group”
or “individual” setting?
• What should happen if a student is “at or above
his/her benchmark goal?
• What should happen if a student is “below
his/her benchmark goal?
RTI The Model in Review
(Progress Monitoring)
• Explain what progress monitoring is… and its
role in the RTI process.
• How do you determine when to begin the
“progress monitoring” process with a student?
• What should the teacher “put in place” as the
progress monitoring begins?
• How often should a students progress be
monitored?
• How might you track student success/failure in
the progress monitoring process?
• How many “teacher driven” interventions should
be tried before considering referring the student
to the RTI intervention team?
RTI The Model in Review
(The Tiered Approach)
• What is the 1st tier of instruction/intervention in
the RTI process?
– What is the desired success percentage for students
in tier I?
– What are the 5 Key components necessary for
successful reading reported by the National Reading
Panel?
– How might you check for “fidelity” in your tier I
instruction?
– Is it acceptable to use “standard treatment protocol”
type interventions in tier I?
• What might be considered a group intervention found in tier I
instruction?
RTI The Model in Review
(The Tiered Approach)
• What steps occur prior to a student being considered for
tier III interventions?
• What might occur in each step of the problem solving
model?
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Problem Identification
Problem Analysis
Plan Development
Plan Implementation
Plan Evaluation
• How is fidelity protected during this intervention process?
• How many tier III interventions should be attempted prior
to moving on to consideration for Special Education
Assistance?
RTI The Model in Review
(The Tiered Approach)
• Who in the school setting might provide the
highly intense interventions found in tier III?
• How might a student qualify for this level of
intervention in the RTI process?
• How is fidelity insured for students who are
placed on an IEP?
• What, in your opinion, is the most important
difference between the “tiered approach” and
the use of the “discrepancy model” of providing
assistance?
RTI The Model in Review
(Data & Data Management)
• Curriculum Based Measures are “termed”
General Outcome Measures…what does that
mean?
• Name some advantages/disadvantages of using
CBM’s as the primary source of data for
Benchmarking and Progress monitoring?
• What additional data sources would be
important considerations as you look at
designing interventions?
• Name a Data Management System that can
assist you with CBM’s?
Good Luck in Your RTI Journey!