Transcript Principal's Role in RtI Implementation

The Principal’s Role in RtI Implementation
MESPA Institute
February 6, 2008
Ann Casey, Ph.D.
Susan Risius, Ph.D.
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Presentation Outcomes
• What is RtI
• What are the necessary components
of RtI?
• What next steps could I take?
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What is our role as
Instructional Leaders?
1. Make student and adult learning the priority
2. Set high expectations for performance
3. Gear content and instruction to standards
4. Create a culture of continuous learning for
adults
5. Use multiple sources of data to assess
learning
6. Activate the community’s support for school
success
National Association of Elementary School Principals (2001)
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What is Response to Intervention?
Response to Intervention is a process of:
1. implementing high-quality, scientifically
validated instructional practices matched to
learner needs
2. monitoring student progress using learning
rate over time and level of performance
3. To make important educational decisions
based on the student’s response to
instruction
NASDSE, 2005
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Fundamental Assumptions
• ALL the students in a school are ALL our
responsibility.
• ALL students can make progress when given the
amount and kind of support needed.
• Teaching to the middle doesn’t meet all students’
need.
• Therefore, we must use our resources in new,
different, and collaborative ways to ensure each
student is as successful as possible!
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A Closer Look at RtI
• RtI is more about general education than
special education
• This is a “process” that will take time (3-5 years)
• “Response”-data based (frequent measurement
that can be graphed over time)
• “Intervention”-evidence-based
• Strong basis in statute and rule
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RtI: An Integrated System
RtI
Instruction
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The 3 Components of RtI
1. A Measurement system that allows for
frequent monitoring of progress to inform
decisions at each tier of service delivery.
2. Instruction that is evidenced-based for both
core and interventions.
3. A Problem Solving Process that relies on data
to determine who needs interventions, when,
how, and what interventions to be delivered.
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A Smart System Structure
Enter a School-W ide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Of longer duration
5-10%
10-15%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
75-85%
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
5-10%
10-15%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
75-85%
Universal Interventions
All settings, all students
Preventive, proactive
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Measurement/Assessment
Core feature of RTI is using a
measurement system that provides universal
screening and frequent progress monitoring
*Screen large numbers of students
--DIBELS/Aimsweb/EdCheckup & others
*Identify students not on track to be proficient
--Grade level meetings
*Monitor students of concern more frequently
--Weekly/biweely
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Universal Screening
• Key feature in an RtI model - we don’t wait for
students to be referred.
• Instead, the data tell us who is not on track for
being proficient - this serves the screening
purpose - much the same as height/weight
charts serve as screening measure.
• We use a measurement system that is reliable,
valid, simple, quick, inexpensive, easily
understood, can be given frequently, and is
sensitive to growth.
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Frequent Progress Monitoring
• Students who meet screening benchmarks don’t
need to be monitored frequently - they are
progressing as we would expect.
• However, students not at benchmark, need their
progress assessed frequently (weekly/biweekly) to
determine if the interventions we use are moving
the student closer to the proficiency goal.
• We need a tool to gauge progress.
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What tools are available
for this purpose?
• We want a tool we can use for both screening and
progress monitoring.
• General Outcome Measures (GOMs) are the best
tool we have at this time - also referred to as
Curriculum Based Measurement (CBMs).
• GOMs are like a thermometer; a thermometer
provides an indicator of overall health but it doesn’t
say what’s wrong with you if your temp. isn’t
normal.
• See website: National Center on Student Progress
Monitoring.
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Evidenced Based Practices
The first assumption in an RtI
model is that there is effective
instruction, and if the student is
not making progress, we have
not figured out how to teach
them.
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3 Tiered Instructional Model
Tier 1 - strong core instruction
Tier 2 - targeted, strategic,
supplemental instruction
Tier 3 - intensive intervention
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What are Evidence-Based
Literacy Practices?
National Reading Panel [2000], Put Reading First
[1998], Adams [1990] - a convergence of
evidence that these 5 elements must be present:
- Phonemic awareness
- Phonics/word study
- Fluency
- Vocabulary
- Comprehension
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An Organizational Structure/
Schedule Supporting a 3-Tiered Model
• Do you have this problem - students who receive
supplemental, including special education services, miss
part of the core instruction?
• Title I, reading and special education teachers’ job is to
teach skills students have been having trouble
mastering - Teaching the core curriculum is the
classroom teachers’ job.
• When struggling students miss core instruction to
receive supplemental instruction, we cannot expect
them to bridge the gap.
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Decisions to be made
• If 80% are on track -Congratulations, you can focus
your resources on Tier 2 and 3 supports for the
20% who are not.
• If you have less than 80% on track to be proficient,
then you have to make some data-based decisions.
• The higher the percentage of students not on track,
the more attention the core instruction needs.
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Room 243 Data by Tier
100%
80%
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17
60%
40%
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Meets or Exceeds the
Standard
Partially Meets the
Standard
Did Not Meet the
Standard
20%
0%
Percent
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Traditional Reading Curricula
• Designed for average students
• Intervene late by modifying curricula after
students fail
• Underestimate the specificity of instruction
and repetition needed by diverse learners
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Redesigned Reading Curricula
• Designed to meet students’ needs at the
10 - 40th percentile
• Specificity and repetition are built in
• It’s easier for teachers to remove
elements built into a curriculum [for more
able students], than to add them later for
struggling students.
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Flexible Grouping
• Instructional groups are formed
based on student need:
– Program
– Level
– Time
– Student/Teacher Ratio
– Etc.
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Flexible Grouping
_______________________
• These groups change regularly
based on the same variables.
• No student is left in a group after
the group is no longer appropriate
for that student.
• Student move up and down and
across groups as teams review the
data regularly.
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Grade Level Scheduling
_____________________________
•Each grade level agrees to a common
daily time block dedicated to reading
instruction.
•Classroom teachers may each teach
different level groups so students may
be flexibly placed into any classroom.
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Concentrated Resources
________________________________
•Each grade level selects a different
time for reading so that all building
support staff are available for that
grade during the reading block.
•Grade level teams may choose to
allocate these resources as needed.
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Problem Solving Process
All staff need to learn the
problem solving process so
we have a common
approach to solving problems.
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Problem Solving is used
in all 3 Tiers
Grade level teams problem-solve
regarding core instruction as well as
deciding who are candidates for Tier 2
interventions and what the interventions
will be.
A building problem solving team may
decide who needs more intensive, Tier 3
support, including special education.
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Steps of Problem-Solving
1. Problem
Identification
2. Problem
Analysis
What is the discrepancy between
what is expected and what is occurring?
Why is the problem occurring?
3. Plan
Development
5. Plan
Evaluation
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?
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Why should your school consider
implementing RtI?
• Are you satisfied with how all your students are
performing?
• Reauthorization of IDEA 2004 includes RtI as an
alternative way to identify students for learning
disabilities - MN will be releasing new rules and
procedures in the coming months.
• Data are very convincing - schools who are
undertaking this process are improving general
education outcomes and decreasing the need for
special education.
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St. Croix Rive r Education Dis trict - Pe rce nt Above Targe t (Re ading)
100
90
80
2006-07
70
2003-04
60
2002-03
2001-02
50
2000-01
1999-00
40
1998-99
1997-98
30
1996-97
20
10
Grade and Period
8W
8F
7S
7F
7W
6S
6W
6F
5S
5W
5F
4S
4W
4F
3S
3W
3F
2S
2F
2W
1S
1W
0
KF
(L
KW SF
)
(L
S
KS F)
(L
1F SF
)
1
(
N NW
ov
F
(N )
W
F)
Percent of Students
2005-06
All-SCRED - His torical 10th pe rce ntile s core s (ORF)
140
120
Words Read Correct
100
2006-07
2005-06
2004-05
2003-04
2002-03
2001-02
2000-01
1999-00
1998-99
1997-98
1996-97
80
60
40
20
0
1F
1W
1S
2F
2W
2S
3F
3W
3S
4F
4W
Grade and Period
4S
5F
5W
5S
6F
6W
6S
Potential Benefits of RtI
• Early intervening for
students who are struggling
with reading
• Ambitious instructional pace
for struggling students
• Increasingly intense levels
of instructional interventions
• Tier decisions based on
objective data (e.g.,
progress monitoring data)
• Identification of students
with learning disabilities in
the early grades
• Parental communication
enhanced by the use of data
• Instructional decisions
guided by progress
monitoring data
• Potential reduction of
behavior problems
• Potential reduction of the
over-identification of
minority students in special
education programs
• Increased accuracy in the
identification of students
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What next steps would I take if I
want my school to pursue RtI
implementation?
• Inform yourself - see resource list.
• Complete a Readiness for RtI Checklist/Survey with
a representative team from your school:
www.scred.k12.mn.us/RTI/RTIcontact.htm - click on
‘RTI readiness’
• Build consensus for model implementation,
including building strong parent-school partnerships
and involving parents when their child is struggling
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• Develop an implementation plan
– Create a system for universal screening &
progress monitoring
•
Provide professional development in administration/scoring
– Ensure there is a system to manage these data
• Provide professional development in entering and analyzing data
– Determine if the core instruction is meeting the
needs of your students [What percentage of students are
on track to be proficient?]
– Survey building for current interventions
•
•
•
•
Determine if they are evidenced based
Look for instructional gaps
Plan for adoption of strategies,interventions, and curricula to fill gaps
Plan for professional development for staff in evidenced based
practices
– Adopt a Problem Solving Process for both
teaching teams as well as a building team
• Provide professional development in the 5 step PS process
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Response to Intervention (RtI)
____________________________________
Problem-Solving Process
Prevent Failure!
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