Transcript Response to Intervention

Response to Intervention
The Implementation Process
“Plans and Strategies”
Part II
The Tiered Approach

A Three / Four Tiered System




Tier I – Core Instruction
Tier IA – Collaborative Small Group
Instruction (Optional)
Tier II – Targeted Intervention for those
students Identified in the General Education
Setting
Tier III – “Intensive” targeted interventions in
the Special Education Arena.
Tier I

Is the core curriculum living up to it’s
expectations?


It should be meeting the instructional needs of 80 –
90% of all students.
It should provide explicit systematic instruction in
foundational “key concepts”.

Reading: Are the 5 components of Reading being
addressed?






Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
It should provide a solid instructional format and be
founded on Scientific Based Research.
Scientific Based Reading Programs

•
•
•
•
•
•
•
•
•
•
•
•
•
The following reading programs have been determined to be
scientific based core programs as per ND DPI (Reading 1st Criteria).
Success for All
Reading Mastery
Open Court/Saxon Phonics Combination
Open Court
Read Well/Write Well/Open Court Combination
Read Well/Write Well/Harcourt Combination
Harcourt/Saxon Phonics Combination
Harcourt
Houghton Mifflin 2003
Scott Foresman
McGraw Hill
Voyager Universal Literacy
Open Court / SRA
Analyzing Your Core Curriculums

Check for Success

Check Data Sources
% of Students meeting AYP
 % of Students at or above expected RIT level in
NWEA
 % of students demonstrating “average or above”
fluency with CBM’s (If available)
 % of students being referred for additional support
(i.e. Title I and/or Special Education)
 Others?

Analyzing Your Core Curricula

Check for Success

Survey staff members to determine if:
The core is systematic & explicit.
 The core provides adequate enrichment,
remediation and assessment opportunities.
 The core is sequential in nature
 Others?

The Results are in!
What if your core program is not
meeting the needs of 80 – 90%
of your students!!
Next Steps

Is the core being taught with fidelity?


Establish expectations
Sample Discussion Points:




The foundation for success in RTI is based on having a core
curriculum that, when taught as created, should be meeting
the need of 80 – 90% of all students.
Our core doesn’t appear to adequately be reaching that
standard.
Lets re-examine our usage, and if need be, discuss where we
are not using the core as directed and come to an agreement
about what best practice we will use.
IF fidelity is a building level issue… an anonymous
surveying of staff might bring additional insight.
Next Steps


How might you address an ineffective core?
If supplementing is a consideration …how
aggressive should you be?

This might be highly impacted by where you are in
the district curriculum review cycle.


You might consider being fairly aggressive if you are dealing
with a relatively new adoption…
An adoption that is nearing the end of it’s “life-expectancy”
would warrant a less aggressive approach.
Tier IA (Overview)

Collaborative Differentiated Small Group Instruction
“Defined”

Collaborative – instruction that is shared in nature in both
planning and application.


Differentiated – meeting the “changing” identified needs of
students through a study of their individual or group data.


Staff share in deciding what should be taught to whom and then
agree on the roles they will assume in the process.
Flexible grouping must be maintained based on the changing
learning pace of students and by the specific skill needs of
individuals.
Small Group – Experience tells us that a group of 3 to 5 students
is optimal for both learning and instruction.


“Less” cuts into the level of “efficiency” when considering the
amount of staff available compared to student needs.
“More” cuts into the level of “effectiveness” of instruction that
small groups by nature, offer
Tier IA “Delivery Models”

Team “Partner” Teaching

Teachers work cooperatively fulfilling different roles in the
instructional process.


HELP! What are some configurations that you’re familiar with?
Collaborative Teams for “Small Group Instruction”




Used effectively in Reading instruction.
2 additional staff members join the classroom teacher for small
group instructional block. (Generally ½ hour in length).
Each instructor is responsible for the planned instruction for
their group.
Instruction might include: * (Guided Instruction) – the students
are assisted by the teacher on material that is at their
instructional level through ‘leveled readers” or novel study for
older students. * (Skill instruction) – provided to the group
based on skill development needs outlined in the curriculum or
based on individual or group data.
Tier II “Targeted Intervention for General
Education Students”

Traditional Model of Assistance

Teacher Assistance Teams (TAT) / Building Level
Academic Support Teams (BLAST)






Students are brought to the assistance team based on poor
academic progress. This is often “backed” by data results in
current assessment venues.
The team reviews the referral, conducts interviews, makes
observations & with the teacher’s assistance, determines a
goal.
The team then brainstorms possible interventions of which
the teacher selects those that he/she chooses to try.
The team sets a date for a follow up meeting… where the
teacher shares his/her results regarding effectiveness of the
interventions.
Additional interventions may be suggested.
Eventually those students not being successful are passed on
for consideration to Special Education via a referral.
Tier II “Targeted Intervention for
General Education Students”

Questions for consideration based on RTI… that
might lead to possible adjustments to the
current system.






Do we have ongoing data that indicates growth (both
short term & over time)?
What interventions have been tried based on this
data?
What data points are tracking the new intervention?
How often and in what setting is the intervention
used?
Who is implementing the intervention?
How are you tracking that the intervention is being
used with fidelity (integrity)?
“The Intervention Process”

The following represents “one” view of
how the intervention process might
progress. It is important to think about
your building level (elementary; middle; or
high school) and your unique
characteristics in determining what will
work best for you.
“The Intervention Process”

Step I (Occurs in Tier I)


The teacher/teachers working with the student to
analyze CBM; NWEA; and Academic Achievement
data and determine that the student has fallen below
their Aim Line / RIT projections…etc.
The teacher begins the process of monitoring
progress through CBM’s to confirm trends.
“The Intervention Process”

Step II (Occurs in Tier II)



When the trends are confirmed (a minimum of 3,
usually more data points), the teacher begins an
intervention of their choosing or one recommended
by the RTI Child Study Team; keying into the
subsequent data points for growth.
If adequate growth is noted, they will continue the
intervention.
If growth is inadequate…an additional intervention
would be attempted, again monitoring data collection
from the point of the new intervention.
The Intervention Process


Step III (RTI Intervention Team)
The “Problem Solving Model” would be used.

The teacher brings all student data to the team for
consideration.


This data would include previously attempted interventions &
results.
The team makes a determination regarding what
additional data might be needed regarding
instruction; curriculum; environment; and the learner.




Through reviewing demographics; academics; and previous
testing.
Through interviewing teachers; students; and/or parents.
Through observations of learning & instruction.
Through additional testing.
The Intervention Process

Step III (continued)






The team through data analysis determines a goal.
The goal leads to a selected intervention.
The intervention is defined in the realm of who, what,
when, how often and then in the realm of data
collection & integrity.
The intervention is implemented & monitored for
success.
This success is brought back to the Intervention
Team for Review.
A minimum of 2 interventions should be
attempted using this process prior to considered
interventions through Special Education.
Child Study Teams


The size and composition of the building would impact
the type of team configuration selected.
Possibilities include:

Traditional – representatives from varying levels of instruction
forming one team. (The administrator; the counselor; a primary
teacher; an intermediate level teacher; and specialists as
desired).


This might serve the needs of relatively small schools.
Grade Level Teams – All teachers representing a particular grade
are assigned the responsibility of addressing incoming referrals.
(Classroom teachers; administrator; and those teachers involved
in collaborative instruction at that level compose these teams.)
Additional specialist are “on call” as needed.

This might serve the needs of larger schools & could be modified to
meet the needs of middle & high school buildings.
Types of Interventions that
Influence RTI

Standard Treatment Protocol – This is a “group”
level intervention where all members of the
group receive the “same intervention”. They
have their greatest impact in Tiers I & II.

Groupings might include:




Traditional Targeted Assisted Title I groups.
Tier II instructional groups
Available intervention programs
Group focus might be determined by:


Reading / Instructional levels
Skill Deficiencies
Types of Interventions that
Influence RTI


Problem Solving Model Interventions – are
individualized as per the student’s identified
needs. They are highly prescriptive in nature
and rely heavily on data analysis for success.
They receive primary focus during Tier III.
The components include:





Problem Identification
Problem Analysis
Plan Development
Plan Implementation
Plan Evaluation
Tier III “Intensive” Targeted
Interventions / Spec. Ed.


Current Model of Assistance
The Discrepancy Model – students are eligible to
receive services if there is a significant split
between the student’s ability and achievement.



Students move through the assistance team process and are
referred for testing.
An assessment team is formed to develop a comprehensive
“Student Profile that includes cognitive function (i.e. Reading
skills); physical characteristics; Adaptive abilities (i.e. Social
skills); classroom influences; environmental influences. The
team determines if there are questions to be answered and
then moves to testing.
Pertinent testing is completed…Those results will dictate
whether or not a student would qualify for additional
services.
Tier III “Intensive” Interventions
Special Education


Current Model of Assistance
The Discrepancy Model (continued)





There must be a significant split between the students ability
and current achievement in order to receive services in Learning
Disabilities or Speech/Language.
Students not receiving the needed split are returned to regular
education without direct services from Special Educators.
There has not been a clear path for additional intervention in
this model.
Students over time will continue to loose ground in comparison
to their peers and then possibly be retested.
This then would mean that “a student would need to
wait to fail” before they would get the most intense
interventions.
RTI & Accessing Special Education




Response to Intervention is built on the premise
that students will continue to receive
“increasingly intensive” intervention until they
are able to overcome their learning concerns.
Placement in Special Ed through the use of Tier
III would materialize by analyzing all the
collected data that chronicles the attempted
interventions from Tiers I – II.
The State of ND allows students to be placed on
an IEP based on this accumulated data
suggesting an ongoing need.
The appropriate specialist would use this data as
well as determined assessment to establish
goals & objectives as the student becomes part
of the IEP process.
Let’s take a brief break!
We’ll focus on the implementation process
when we return.