Transcript MODULE 1 Getting Started with RtI

Today’s Objectives
• What is RtI and why it is here
– Consensus-building
• Preparation for 2010 Implementation:
– Three Tiers of Services
– Data Analysis
– Problem-Solving
– Three Teams
• Practical Activities
PS/RtI: Definition
• RtI is the practice of :
(1) providing high-quality
instruction/intervention matched to student
needs and
(2) using learning rate over time and level of
performance
(3) to make important educational decisions to
guide instruction.
National Association of State Directors of Special Education, 2005.
Why is RtI now
being adopted by schools?
 Congress passed the revised Individuals With Disabilities
Education Improvement Act (IDEIA) in 2004.
 This Federal legislation provides the guidelines that schools
must follow when identifying children for special education
services.
 Based on the changes in IDEIA 2004, the Florida Department
of Education (FDOE) updated its regulations. The new FDOE
regulations:
 Explicitly ALLOW districts to use RtI to identify ESE
students.
Rationale for Using RtI
 RtI is a way to help all students obtain the appropriate
instruction and intervention to improve their academic
process.
 RtI allows students who struggle, but may not be eligible
for ESE services, to receive support services that are
based on their individual needs.
 RtI is a preventative approach that aims to identify
struggling students before they fall too far behind their
peers.
Rationale, continued
RtI prevents inappropriate identification of
students for special education services.
Racial disproportionality is reduced in programs
for students with learning disabilities, mental
handicaps and emotional handicaps.
RtI is a means for those students who “fall
between the cracks” to get the help they need.
Goals of RtI in Florida
T i R – Thinking is Required
 Identify students early.
 Ensure that students’ difficulties are not due to a lack of
alignment between the instruction, curriculum, environment,
and learner.
 Modify instruction and implement evidenced-based
interventions based on individual needs.
 Make informed decisions about what resources are needed to
ensure student success.
A Shift in Thinking
The central question is not:
“What about the student is causing the performance
discrepancy?”
but
“What about the interaction of the instruction,
curriculum, environment, and learner should be
altered so that students will learn?”
This shift alters everything!
Consensus Survey
Activity 1
• Complete survey individually – 5 minutes
• Share and discuss discrepancies within your
small group – 5 minutes
• Whole group share and discussion – 10
minutes
Providing high-quality instruction/intervention with a
Tiered Model of School Supports
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive,
Individualized
Interventions & Supports
Tier 2: Targeted,
Supplemental
Interventions & Supports
Tier 1: Core, Universal
Instruction & Supports
Tiers of Service Delivery
Problem Identification
What is the Problem?
I
II
Response
to
Intervention
III
Problem Analysis
Is it working?
Why is it
occurring?
What are we going to do about it?
Intervention Design
RtI uses learning rate over time and level of performance to place
students in appropriate instructional and intervention groups
Data Collection and
Analysis
is the primary driver for
research-based
instruction and
interventions
120
110
Three different students
100
Reading
Level
90
80
?
70
SLD
60
MH
60
70
80
90
100
Intelligence
110
120
What does the data show?
140
120
100
80
Benchmark
60
40
Peers
Student
20
0
0
1
2
3
4
5
6
7
8
9
10
11
12
What does the data show?
140
120
100
80
Benchmark
60
Peers
40
Student
20
0
0
1
2
3
4
5
6
7
8
9
10
11
12
Problem Solving
Using the scientific
method to make
important educational
decisions to guide
instruction and
interventions.
Problem-Solving and the Tiers
Are 75-80% of students at benchmark?
Is an individual student at significant gap?
• Tier 1 Services
– Grade level, MESH team, Department, classroom
• Tier 2 Services
– Intervention class, AYP sub-group, other at-risk
• Tier 3 Services
– ASP pull-out, ESE push-in, at-risk
Problem Solving Process –
Florida’s Model
Problem Identification
What is the problem?
Evaluate
Problem Analysis
Did the plan work?
Why is it occurring?
Develop and Implement Plan
What can we do about it?
Problem Solving/RtI…
“The Scientific Method”
Identify
the Problem
Analyze
the Problem
Design
Intervention
Implement
Intervention
Monitor
Progress
Evaluate
Intervention
Effectiveness
J
L
Timeline
140
Peers
120
100
80
Benchmark
60
40
Student
20
0
0
1
2
3
4
5
6
7
8
9
10
11
12
School Leadership Team






Members
Administrator(s)
Guidance
Counselor/Service
Professional
Instructional Coach(es)
Regular Education Teacher
Exceptional Education
Teacher
Electives Teacher
Function
•
Provides vision for both academic and
behavioral success
•
Plan, implement and monitor the
progress of school improvement
•
Implement Response to
Instruction/Intervention as a school-wide
method of raising student achievement
outcomes
•
Systematically evaluates the school
infrastructure, scheduling, personnel and
curriculum resources, staff development,
and procedures
School Leadership Team
• Reviews data to problem-solve Tier 1
academics and behavior
• Examines progress monitoring data across
Tiers for fidelity and effectiveness
• Reviews scheduling and resources for
innovation
• Maps curriculum to enhance interventions
Reviews data to problem-solve Tier 1
academics and behavior
Percent Achieving Level 3 or Higher
100
Expected Reading Level
80
60
40
20
0
2006-07
2007-08
2008-09
Total
84
78
84
White
88
82
89
Econ Disadv
71
61
73
61
48
64
Students w/
Disabilities
Expected Reading
2009-10
2010-11
2011-12
2012-13
2013-14
Core Reports
Is the Grade Level healthy?
Are we
meeting the
needs of our
SUBGROUPS?
Is the core meeting the needs of 80% of
the students?
Student Performance Report
Is the Core Healthy?
Student Performance Report
Is the Core Healthy?
Teacher Data Teams
Secondary
• Middle School
– MESH team
– All teachers through A3 input
• High School
– MESH team
– Grade-level cohort
– Department
– All teachers through A3 input
Tier 2 – System-driven or AYP-focused
• Intervention reading and math classes
– FCAT vs. FAIR
– Fluidity
• AYP Sub-groups focus
– Targeted small group-focus
– Who, when, where, what?
Tier 1 and 2 - Objective and Subjective
Criteria
• Student scores <35% on latest FAIR
• Student scores <35% on latest district Math or
Science assessments
• Student receives three or more F’s on latest
report card
• Classroom Teacher identifies student at-risk of
academic failure
Individual Problem Solving Team
• Formerly known as “CST”
• Tier 3 interventions – one-on-one
– Who, what, when, where?
• ESE Referral
– SLD, EBD, Language, Behavior