Transcript RTI: An Intervention System - RITAP | The Rhode Island

What is an
Intervention?
Rhode Island RTI Initiative
Module Two
2007
Goals of This Module
1. To develop an understanding of …
•
•
•
•
the importance of a school-wide approach to interventions;
why interventions are needed after examining student /
school data.
what an intervention is; and
the difference between Standard Treatment Protocol and
Problem Solving approach to intervention
2. To consider and discuss with colleagues what you
already have in place for interventions in your
school and district and what your next steps are in
developing a school-wide model of instruction and
interventions.
What is an Intervention?
• Instruction that Supplements and Intensifies
classroom curriculum / instruction to meet student
needs
-Academic or Behavioral
-Standard Treatment Protocol / Problem Solving Model
• ALL interventions must have:
-a plan for implementation (e.g. PLP, IEP, 504)
-evidenced-based pedagogy
-criteria for successful response
-assessment to monitor progress
Building a School-Wide
Model Intervention System
TERTIARY
Intensive
Interventions
SECONDARY
Targeted
Interventions
PRIMARY
Core Curriculum
Picture retrieved from: sneakers.pair.com/ l/school.jpg, 3/2005
3 Tier Model
NECAP Results
2006 - 2007
% PROFICIENT
80%
60%
40%
20%
0%
3
4
5
8
Reading 65% 63% 60% 59%
56% 54% 55% 48%
Math
Writing
55% 42%
GRADE
“If you teach the same curriculum, to
all students, at the same time, at the
same rate, using the same materials,
with the same instructional methods,
with the same expectations for
performance and grade on a curve
you have fertile ground for growing
special education.”
Gary Germann, 2003
First Floor – Primary
Core Curriculum
• All students
• Comprehensive core
curriculum
• Differentiated Instruction
• Flexible grouping
• Benchmark assessments 3
times a year on grade level
• Preventative and proactive
• 75-80% of students
Secondary – Roof
Targeted Interventions
•
Targeted group and individual
interventions
•
Programs, strategies, procedures
to enhance and support primary
program
•
Aligned with primary program
•
High efficiency, short term
•
Progress Monitoring assessments
at least once a month – twice a
month is recommended
•
10-15% of students
The Chimney – Tertiary
Intensive Interventions
•
Different
– Architecture
– Scheduling
– Delivery
•
High intensity
•
Longer Duration
•
Specifically designed intensive
intervention for individual
students
•
Frequent progress monitoring
assessments
•
5-10% of students
Discussion of examples
– Core
– Targeted
– Intensive
Intro to next section… What is an
Intervention?
Things to Think About When Planning
More Intensive Intervention
WHAT: Targeted need for support (DATA)
WHAT: Instructional pedagogy (Evidence of effectiveness)
Progress Monitoring Assessment
HOW:
Group size
Number of sessions per week
Length of sessions Number of weeks till review
WHO:
Interventionist (teacher, para, specialists)
Big Question:
How is this intensifying the instruction
happening in the classroom?
Define Problem
Environment
Instruction Curriculum
Learner
Implement Intervention
What is Not an
Intervention
• Guided reading group or use of leveled reading
materials
• Small flexible groups for projects
• Scaffolded instruction
• Review and practice
• Differentiated instruction
• Guided writing and conferencing
• Word walls, editing check lists etc.
• Regular best teaching practices automatically used
in response to an immediate need such as extended
time, repeated directions
Examples of Interventions
• Targeted instruction in writing strategies provided by
classroom teacher while other students complete
independent activity or work in centers (2-3x/wk for 30
mins.)
• Explicit instruction in rhyming for two 1st graders
provided during enrichment 3 times a week for 15
minutes by reading consultant
• Daily supplementary practice in math calculations
provided by support personnel or by parent at home
using Computer-Aided instruction.
Intervention or Not?
1. A group of 6 students in Mrs. Jones’s 3rd grade class is receiving
guided reading using Level L materials 3x per week for 20 minutes
with the classroom teacher.
2. A group of 4 students in Mr. Smith’s 4th grade
are working with the teacher 4 times a week for
15 minutes to increase math fact fluency.
Immediate feedback is provided and
motivational activities are used. Progress
monitoring data was collected at the end of each
session.
Turn and Talk
3. A student was not able to have his materials ready at the start of each
period; thereby impacting the student’s overall academic performance
in the classroom. The teacher charted how often this was an issue as
compared to his peers. The teacher designed a file system for the boy
and monitored his assignment completion each period for 3 weeks.
Two Approaches to
Intervention in RTI
• Standard Protocol
∙ Problem Solving
∙ Combination
Finally!
Superintendent’s Announcement
at January Faculty Meeting
No!
Ah!
• I would like to implement a standardprotocol approach to instruction and
interventions in the intermediate grades
starting in the fall. Training in the literacy
protocol will be provided for reading
specialists, special educators and
about
classroom teachers in two two-day It istime!
sessions in the coming months.”
You have got »
to be kidding!
Mr. Alba, Superintendent, Rhodeville, RI
Problem Solving
Approach
1. Problem Identification
5. Plan Evaluation
2. Problem Analysis
Revise
Modify
Intensify
With Expanding Support
4. Plan Implementation
3. Plan Development
Problem Solving
Universal
Screening
Class-wide assessment is
administered. Struggling readers
are identified.
Standard Treatment
Class-wide assessment is
administered. Struggling readers
are identified.
Tier 1
Frequent progress monitoring is
done to assess struggling students’
performance levels and rates of
performance.
Frequent progress monitoring is
done to assess struggling students’
performance levels and rates of
performance.
Tier 2
Team makes instructional
decisions based on individual
student performance.
Struggling students are
presented with a variety of
interventions.
Struggling students are presented
with one standard validated
intervention. Everyone who didn’t
meet benchmark will be in the Tier 2
intervention group. Instructor
differentiates as necessary.
Tier 3
Students whose progress is
insufficient in Tier 2 may receive
even more intensive instruction.
Some may qualify for special
education services based on the
progress monitoring data.
Students whose progress is insufficient
in Tier 2 may receive even more
intensive instruction that is individually
designed to meet his/her needs. Some
may qualify for special education
services based on the progress
monitoring data.
Standard Treatment
Protocol
Individualized instruction in
math
problem-solving
and/or
Individualized
Literacy
Individualized
instruction in
math
calculations
Skill
early literacy skills
Learning Strategies for
Read
180º
Problem
Solving;
Computer
Road to
the Code
Drill and Practice Math Facts
Intervention
Study Hall
Guided Reading
Investigations
Maze
th NECAP
Phonological
Awareness
8
Investigations Unit
Test
Letter
Names and
Sounds
Grades
Math
Calculation
Probe
http://iris.peabody.vanderbilt.edu/rti01_overview/cresource.htm
Activity
• What are the pros and cons of Problem
Solving and Standard Protocol
Approaches to Interventions?
• How do you respond to Superintendent
Alba?
RTI Models
Protocol Model: School prescribes
and isolates specific intervention
+ School team controls
quality of intervention
+ All faculty trained
+ Intervention/
evaluation less
confounded
+ Less team time
- One size fits all
- “One shot” intervention
- Potential for limited
buy in
RTI Models
Problem solving: Team evaluates
curriculum , need and type of
intervention
+ Relies on existing
expertise
+ Provides increased
flexibility
+ Uses existing school
data
+ choice = Buy in
- Increased complexity
in training and
implementation
- More confounded…
more susceptible to
anecdotal/subjective
analysis
Comparison of RTI
Approaches
Major Similarities:
• The use of validated practices in the core
classroom instruction
• The provision of instructional intervention to
those who need it early
• Progress monitoring to inform decision-making
• Evidence-based interventions of a variety of
intensities
• Reduced inappropriate referrals for special
education services
Four Organizing
Principles
1.Earlier rather than later -- Prevention and early intervention are
supremely more effective and efficient than later intervention and
remediation for ensuring reading success.
2.Schools, not just programs -- Prevention and early intervention must
be anchored to the school as the host environment and primary context
for improving student outcome
3.Evidence, not opinion -- Prevention and early intervention pedagogy,
programs, instruction and materials should be based on trustworthy
scientific evidence.
4.Each and All-- To teach all children to read, we must teach each child to
read.
Kameenui, E.J., Simmons, D.C.
Next Steps:
Questions to think about
1. How are interventions currently determined
in your school/district? Is this consistent
with either approach?
2. In what areas of literacy/math/behavior do
we have a variety of instruction/intervention
available?
3. In what areas of literacy/math/behavior do
we need to become more effective in
meeting the variety of needs of students?
Build your Library of
Interventions