Transcript Response to Intervention (RTI): Building the Plane in the Air

RTI: Initial Steps,
Preparations, Readiness
Tammy Rasmussen
Dean Richards
COSA/OCE Fall Conference
Oct. 6, 2011
Core RTI Principles
•
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We can effectively teach all children
Intervene early
Use a multi-tier model of service delivery
Use a problem-solving method to make decisions
within a multi-tier model
Use research-based, scientifically validated
interventions/instruction to the extent available
Monitor student progress to inform instruction
Use data to make decisions
Use assessment for 3 different purposes
– Screening, diagnostic, progress monitoring
NASDSE, 2006
RTI Misconceptions:
What it is and what it’s not
Is Not
Is
An instructional program
A framework to implement effective practices
A group of students that leaves
your room for extra instruction
A system of matching resources to each
individuals student’s needs
Possible to implement alone
A collaborative effort
The same for every school
Uniquely designed for each building
A special ed, a general ed, a Title
1, a Talented and Gifted initiative
An “Every” Education Initiative
An educational fad
A systematic method for delivering instruction,
based on research and effective large scale
implementation examples including
Minneapolis Public Schools, Heartland AEA
(Iowa), Ohio, and Pennsylvania
Why does RTI matter for
teachers?
•Reading (and Math) are not optional skills
•Days and weeks matter
•Working smart to achieve differentiation
Reading Is Not Optional
Kindergarten
Fourth grade
Behavior Problems
Low graduation rates
Days and Weeks Matter
Developmental lag
vs.
Skill deficit
We can’t wait for them to “bloom?”
Days and Weeks Matter
Good reading builds reading AND
cognitive skills!
Differences Learning to Read
Population
%
5
Journey to Reading
Instructional
Requirements
Easy: children read before
starting school
Need no formal decoding
instruction
35
Relatively Easy
Learn to read regardless of
instructional approach
40
Formidable Challenge
Need systematic and explicit
instruction
20
One of the most difficult
tasks to be mastered in
school
Need intensive, systematic,
direct, explicit instruction
Teaching is like running a relay
In The Past
General
Education
Some “Fell’”
Through
Title
Reading or
Other
Reading
Support
Special
Education
Some “Fell’”
Through
Heartland Educational Agency
RTI: Full Continuum of Support
General
Education
I
=
I
I
I
I
Title
Reading &
Reading
Support,
Gifted Ed.
I
I
I
I
Special
Education,
Gifted Ed.
all along the continuum!
Heartland Educational Agency
Nuts and Bolts: System
Requirements
 Leadership at all levels
 Teaming
 Use of a research based core reading curriculum
 Universal screening
 Implementation of research based interventions
 Progress monitoring
 Decision Rules
 Policy and procedure development (standardization)
 Professional development including fidelity of
implementation.
So how do we make this
happen?
Interventions
Progress Monitoring
Decision rules and reading protocol
Core Curriculum with strong instruction
Universal screener
Teaming
Collaborating
 Principal
 Classroom
Teachers
 Specialists
 School Counselor
 School
Psychologist
Teaming
Co-laboring
 Principal
 Classroom
Teachers
 Specialists
 School Counselor
 School
Psychologist
Leadership
District Level
Strong administrative support to ensure
commitment and resources
AND
School Level
Strong teacher support to share in the
common goal of improving instruction
Professional Development
Delivery:
 Ongoing
 Anticipate and be willing to meet the newly
emerging needs based on student and staff
need and performance.
Sufficient time to collaborate and plan
Incorporates fidelity checks
Data ALSO used to drive professional
development needs.
Professional Development
Content:






Core curriculum & instruction
Assessment
Interventions
Teaming
Data-based decision making
SPED procedures
Universal Screening
 Universal screening for ALL students at least three times
per year
 Good screening measures:
 Efficient, brief, valid, reliable, unbiased and overidentifies
 Screening is used as a key measure to determine:
 The health of the core
 Which students might need additional
intervention
Why Use Fluency Measures for
Screening?
• Oral Reading Fluency and Accuracy in reading connected
text is one of the best indicators of overall reading
comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001)
• We always examine fluency AND accuracy
• Without examining accuracy scores, we are missing a
BIG piece of the picture
• Students MUST be accurate with any skill before they are
fluent.
Oral reading fluency (ORF) does not tell you everything about a
student’s reading skill, but a child who cannot read fluently cannot
fully comprehend written text and will need additional support.
Using Data to Improve your
Core
90 min reading
block structure
Fidelity
Explicit, systematic,
feedback, application
Professional
Development
Core Program





Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
 State standards
 Scope and sequence
P
h
o
n
i
c
s
Phonemic
Awareness
F
l
u
e
n
c
y
Vocabulary
For all students!
C
o
m
p
r
h
e
n
s
i
o
n
Core/Tier 1 is for ALL Students
Core or
Tier 1
How does it help a struggling
reader to be in core?
• They need the most instruction
• Need to be exposed to grade level
material
• If they miss grade level material, they
will never catch up
• Just because there is a deficit in one
area, does not mean there is a deficit in
all areas of reading
• Interventions are limited in scope
Decision Rules
 Provide the “now what” after teams have
analyzed student data
 Guide decisions for all tiers
 Take the guesswork out of “what to do next”
 Ensure equity across schools
I think… I feel… I believe
What data do you have that makes you think/feel/believe
that?
-Dr. Ed Shapiro
Decision Rule Example:
4 Points Below the Goal Line
Add 15 minutes to
intervention
Reduce group size to
3 students
60
Oral Reading Fluency
50
40
Aimline
30
20
10
Dec .
S cores
J an.
S cores
F eb.
S cores
Marc h
S cores
A pril
S cores
May
S cores
J une
S cores
Reading Protocol
Policy and Procedure Development
(Standardization)
Districts must adopt
common
procedures for
doing this work:
Decision Rules
Forms
SPED Procedures
Think of RTI as a
standardized
test
Students should be
identified similarly from
school to school
Progress Monitoring
• Are the children
learning?
• How can we tell?
Tools Must Be:
Brief
Valid
Reliable
Repeatable
Easy to Administer
Frequency:
Every 2 weeks
(minimum)
Every week (ideal)
Interventions
 Must be designed to match identified needs
 Is in addition to and aligns with the district core
curriculum
 Uses more explicit instruction
 Provides more intensity
 Additional modeling and guided feedback
 Immediacy of feedback
 Does NOT replace core
Interventions
• Students pulled out for interventions may be
“missing” something else…
BUT
• If a student can’t read, how much are they
already missing in the classroom?
“No one seems to notice that it is only during that
single period each day [intervention time] that
the struggling readers are provided with texts and
lessons that theory and research support. The
other 5 hours each day are largely comprised of
texts and lessons that are over their heads.”
Richard Allington
Benefits Of an RTI System
RTI will help you to:
 Know immediately, “Is what we are doing
working?”
 Know which students need more/different
 Know what each student needs
 Provide structures to deliver what students
need
 Reduce rates of identification of student
learning disabilities
 Prevent reading problems before they
occur
 Raise student achievement
Tigard-Tualatin School District
OAKS Reading Proficiency
100
80
Reading
83.1
75.6
80.8
73.6
78.8
73.6
2005-2006
2006-2007
2007-2008
82.4
76.1
83.9
77.1
85.6
79.6
2008-2009
2009-2010
2010-2011
60
40
20
0
TTSD total pop
OR total pop
Tigard-Tualatin School District
OAKS Math Proficiency
100
80
Math
82.1
73.7
76.4
68.2
60
77.3
70.3
78.3
72.2
80.8
74.1
70.6
62.2
40
20
TTSD total pop
0
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
OR total pop
A Tale of Two Districts
District 1: RTI for 4-5 years District 2: Non RTI
Small, rural school district
Small, rural school district
350 elementary students
(PK-5)
Title 1 services
470 elementary students
(PK-5)
Title 1 services
31% students on Free and
Reduced Lunch
19% students on Free and
Reduced Lunch
A Tale of Two Districts
District 1: RTI
100
3rd Grade ORF
80
60
Benchmark
Strategic
86
40
79
Intensive
62
51
20
36
32
13
6
5 8
19
2
0
2005-2006
2006-2007
2007-2008
2008-2009
A Tale of Two Districts
District 2: Non RTI
100
3rd Grade ORF
80
60
Benchmark
Strategic
40
Intensive
62
52
51
41
20
22
14
49
41
37
8
7
13
2006-2007
2007-2008
2008-2009
0
2005-2006
The Process is Ongoing
and Long-Term
CONSENSUS
Adapted from
Managing Complex Change
Vision
Incentives
+
+
Resources
Skills
+
CHANGE
+
Action
Plans
Managing Complex Change
Vision
+
+
Skills
Skills
+
+
+
Action
Plan
+
Incentives
+
Resources
+
Action
Plan
=
=
+
Incentives
+
Resources
+
Action
Plan
=
Anxiety
+
Resources
+
Action
Plan
=
Resistance
+
Action
Plan
=
Frustration
=
False Starts
Incentives
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
Resources
+
Adapted from Knoster, T.
Change
Confusion
Managing Complex Change
Vision
Incentives
+
+
Resources
Skills
+
+
Action
Plans
CONFUSION
Managing Complex Change
Vision
Incentives
+
+
Resources
+
Skills
+
Action
Plans
ANXIETY
Managing Complex Change
Vision
Incentives
+
+
Resources
Skills
+
+
Action
Plans
RESISTANCE
Managing Complex Change
Vision
Incentives
+
+
Resources
Skills
+
+
Action
Plans
FRUSTRATION
Managing Complex Change
Vision
Incentives
+
+
Resources
Skills
+
+
Action
Plans
FALSE STARTS
The Process is Ongoing
and Long-Term
Questions/Comments
Tammy Rasmussen - [email protected]
Dean Richards – [email protected]