Response to Intervention (RtI)

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Response to Intervention (RtI)

• Keeneyville District 20
• January 16, 2009
• Marjorie Cave Lenore Johnson
• DuPage Regional Office of Education
• RESPRO Services

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Session Objectives

• Participants will
• Understand the what and why of RtI
• Connect current practices to RtI process
• Have tools and resources to support continuing
  conversations at the building level
• Be clear on next steps

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ACTIVITY

• Turn to a neighbor a share one thing you know and
  one question you have about Response to
  Intervention (RtI).

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Defining Response to Intervention (RtI)
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RESPONSE to INTERVENTION is

• 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 to (3) make important educational
  decisions.
• (NASDSE, 2005)
• Problem-solving is the process that is used to
  develop effective instruction/interventions.
• Response to Instruction (responsive teaching)

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RtI Good IDEA Policy

• Approach for redesigning and establishing
  teaching and learning environments that are
  effective, efficient, relevant and durable for
  all students, families and educators

• NOT a program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new

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What is Response to Intervention?

• Response to Intervention (RtI) consists of Three
  Essential Components
• Providing high quality, evidence-based
  instruction/intervention matched to student needs
• Using data regarding learning rate over time and
  level of performance
• Making educational decisions based upon students
  response to instruction/intervention

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Why Use RtI?

• RtI enables educators to target instructional
  interventions in response to childrens specific
  areas of need as soon as those needs become
  apparent
• Before, the education system waited for a student
  to fail before attempting more intensive
  instructional interventions
• Current research demonstrates that early
  intervention is crucial to a students success

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Why Else Should We Use RtI?

• RtI allows special and general educators to
  collaborate in order to educate all students
• RtI creates an educational system that focuses on
  success for all learners
• RtI identifies struggling learners early
• RtI requires data-driven educational
  decision-making for all learners

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Basic Elements of RtI A Primer
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Consensus Essential Beliefs

• No child should be left behind
• It is OK to provide differentiated service across
  students
• Academic Engaged Time must be considered first
• Student performance is influenced most by the
  quality of the instruction and interventions we
  deliver and how well we deliver them -- not on
  preconceived notions about child characteristics
• Decisions are best made with data
• Our expectations for student performance should
  be dependent on a students response to
  instruction and intervention, not on the basis of
  a score that predicts what they are capable
  of doing.

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Core Principles of RtI

• Educators will
• Design a quality core curriculum
• Identify learning targets based on the core
• Intervene early
• Use a problem-solving method
• Use a multi-tier model of instruction
• Use scientific, evidence-based interventions/instr
  uction
• Monitor student progress to inform instruction
• Use data to make decisions
• Use assessments for screening, diagnostics and
  progress monitoring
• Effectively teach all children

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Common Elements in RtI

• Problem-Solving Model The Circle
• Multi-Tier Model The Dual-Sided Pyramid

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Problem Solving Process
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What is Problem-Solving?
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Problem-Solving/Response to Intervention Key
Issues

• Effective Core Instruction is the basis for this
  model.
• The model cannot fix core instruction issues
  through student removal
• Academic Engaged Time (AET) is the treatment
  dosage for this model
• Cannot do more in same time frame
• The unit of analysis is the school building,
  not the district
• Role of the building principal is critical to the
  success of the model

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Problem-Solving/Response to Intervention Key
Issues

• Supplemental instruction is best delivered
  through standard protocols of intervention to
  groups of students with common needs
• Data drive decisions - RATE is the key
• Severity versus Intensity
• Time is our ally and our enemy - Early
  intervention
• Its all about the rate of student progress in the
  amount of time remaining
• Data collection WITHOUT intervention integrity is
  useless
• Staff, resources and time must match the demand

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The Link Between RtI, Problem-Solving and
Specific Learning Disabilities (SLD)

• RtI is the problem-solving method for identifying
  a students strengths and weaknesses both
  academically and behaviorally
• RtI matches instructional resources to
  educational needs
• RtI provides the historical data needed to
  determine what the school needs to do to ensure a
  students success in the general education
  curriculum

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Building Level Intervention Team Problem-Solving
Actions

• Promote collaboration in the decision-making
  process
• Analyze building and classroom level data
• Collaboratively develop individual intervention
  plans for struggling learners
• Assist teachers in selecting evidence-based
  interventions
• Support teachers in implementing interventions
  with integrity

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Multi-Tier Model
Tier 3 Individual Students/Very Small
Group Assessment-based High Intensity
Tier 3 Individual Students/ Very Small
Group Assessment-based Intense, durable procedures
Tier 2 Some students (at-risk) High
efficiency Rapid response
Illinois Learning Standards
Illinois Social Emotional Learning Standards
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What Does RtI Look Like?

• Tier 1 Core curriculum meets the needs of 80
  or more of the students
• Tier 2 20 of the students may be identified as
  at-risk and require supplemental instruction
  and/or intervention in addition to the core
  curriculum
• Tier 3 5 of those students may be identified
  as needing more intensive, small group or
  individual interventions to supplement the core
  curriculum
• Percentages will vary by district/school

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Tier 1 Core Instruction

• All Students Receive
• District curriculum that is evidenced-based and
  aligned to Illinois Learning Standards
• Curriculum-based measures and assessments for
  screening, diagnostic and continuous progress
  monitoring
• Differentiated instruction designed to meet the
  broad range of their needs

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Tier 1 Core Instruction Share Practices

• Tier 1 Instructional Practices
• Differentiated Instruction
• Scaffolding Instruction
• Providing models
• Using student assessments to design instruction
• Providing descriptive feedback to student related
  to a learning target
• Guided Reading
• Cooperative Learning
• Flexible Grouping

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Universal Interventions

• Core instructional programs
• Reading curriculum
• Mathematics Curriculum
• Student progression requirements/benchmarks
• Core behavioral programs
• School-based discipline policies
• Core home/community programs
• Attendance program
• Wellness curricula

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Tier 2 Intervention

• Some Students Receive
• Core curriculum in the large group
• Individualized Intervention Plan
• Supplemental interventions in the small group
  inside the general education classroom or outside
  of the general education classroom
• Interventions targeted to remediate a specific
  skill
• Interventions implemented with integrity (e.g.,
  number of minutes/day and per week, materials
  used, progress monitoring and implementer) tied
  to an individualized intervention plan

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Tier 2 Interventions Share Practices

• Tier 2 Instructional Interventions
• Small group instruction
• In classroom or out of classroom extra time
• Individual teacher-student meeting
• Co-teaching or co-planning with support personnel
  or grade level meet individual student needs
• Buddy Reading
• Community Member support - volunteers
• Morning meetings, Lunch study group
• After school support

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Supplemental Interventions

• Increased time and focus in academic instruction
  (differentiated instruction)
• Classroom-based behavioral interventions
• Building-based interventions for issues such as
  attendance
• Activate existing peer support programs, mediation

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Tier 3 Intervention Share practices

• Very Few Students Receive
• Individualized Intervention Plan
• Integrated instruction from all three tiers to
  strengthen the accumulated impact of the
  interventions and instruction
• Interventions delivered to very small groups of
  2-3 students or individual students
• Interventions focused on narrowly defined skill
  areas identified from the results of frequent
  progress monitoring
• Interventions implemented with integrity (e.g.,
  number of minutes/day and per week, materials
  used, progress monitoring and implementer) tied
  to an individualized intervention plan

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Tier 3 Intervention

• Very Few Students Receive
• Individualized Intervention Plan
• Title I reading / math support
• Interventions delivered to very small groups of
  2-3 students or individual students
• Increased time on the intervention
• IEP driven support

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Intensive Interventions

• Specialized academic interventions
• Intensive acceleration classrooms
• 180 minutes of instruction
• Social skills training, anger control training,
  parent education groups
• Behavior intervention plans
• Alternative education programs

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Assessment Sample Grade 3
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Example of Tier Level Interventions
Reading
Tier I
Tier 2
Tier 3
90
120
180
Curricular Focus
5 areas
Less than 5
2 or less
Core Supplemental Intensive
Core Supplemental
Core
Frequency of Progress Monitoring
Yearly or greater
Monthly or greater
Weekly
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(No Transcript)
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Tier I
Field Testing Spring
2007 Programs - Available at all
buildings Programs Available at limited
buildings Strategic Reading Plus - a subclass of
Strategic Reading in which students are
struggling with decoding issues Programs
Supported Ed Initiative Programs
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Tier 2
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Tier 3
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K-12 Reading Intervention Sample
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K-12 Reading Intervention Sample
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K-12 Reading Intervention Sample
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RtI Legislation, Rules and State Plans
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Illinois and Response to Intervention (RtI)
Background

• IDEA Regulations effective October 13, 2006
• Illinois Part 226.130 Rules adopted June 28, 2007

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IDEA Regulations- October 13, 2006

• The State
• must not require the use of a severe discrepancy
  between intellectual ability and achievement for
  determining whether a child has a specific
  learning disability
• must permit the use of a process based on the
  childs response to scientific, research-based
  intervention

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IDEA Regulations- October 13, 2006

• The Team
• must document how the child responds to
  scientific, evidence-based interventions
• must document that the child does not achieve
  adequately or make sufficient progress in
  state-approved grade-level standards
• must consider data that demonstrates appropriate
  instruction delivered by qualified personnel and
  documentation of repeated assessments of
  achievement at reasonable intervals

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Illinois Part 226.130 Rules

• Require
• use of a process that determines how the child
  responds to scientific, evidence-based
  interventions as part of the evaluation procedure
  described in 34 CFR 300.309
• development and distribution of a State RtI Plan
  by January 1, 2008 by the State Superintendent in
  collaboration with professional organizations
  outlining the professional development that is
  necessary and other activities and resources that
  are essential for implementation

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Illinois Part 226.130 Rules

• Require
• Illinois districts to complete a plan for
  transition to the use of a process that
  determines how the child responds to scientific,
  research-based intervention as part of the
  evaluation procedure by January 1, 2009
• Illinois districts to implement RtI as part of
  their evaluation procedure for making SLD
  determinations by the 2010-2011 academic year

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Plan Components

• Introduction/belief statements for RtI
• Definition of RtI and Problem Solving
• Link between RtI and specific learning disability
  eligibility determination
• Process for Implementation
• Implementation Timelines
• Funding Considerations
• ISBE Evaluation Plan
• Supporting Resources

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Three Phases of RtI

• Consensus Building (Commitment)
• Infrastructure Development
• Implementation

CONSENSUS


INFRASTRUCTURE
IMPLEMENTATION
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RtI System Seven Areas of Implementation

• Consensus Building and Collaboration
• Standards-Based Curriculum Research-Based
  Instruction
• Research-Based Assessment Practices
• Student Intervention/Problem Solving Team Process
• Intervention Strategy Identification
• Resources Allocation
• Ongoing Professional Development for Effective
  RtI

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Questions to Ask Yourself

• What does the research say?
• What might be the unintended consequences? Are
  there any?
• How do we know if our Tier I curriculum is
  rigorous? Does it meet standards?
• Are achievement targets clear in the Universal
  Curriculum?
• What are our options for assessment? What do we
  already have?
• Do we need to change our current assessment
  tools?
• How often is often enough to assess? Too often?
• Does RtI look different at different levels?
• How can we maintain our local control and provide
  greater flexibility?
• How do we keep regular education in the lead?
• In our school is it Response to Intervention or
  Response to Instruction? Is there a
  difference?

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Important Points about Data

• The purpose of this analysis is understanding
• Important to establish We all own all of the
  data
• Do NOT use these data in an evaluative way with
  individual staff or groups of staff as you set
  off on this journey
• This is to establish the need and motivation to
  make a difference

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Examining Your Data

• If you are hitting all of your AYP targets
• If you core curriculum is operating equitably,
  and all of your subgroups are performing at high
  levels
• Your trajectories for all subgroups are positive
  and at or above expectation
• All of your students with supplemental and
  intensive needs are making meaningful,
  significant and acceptable growth
• Then, you dont need RtI

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District Assessment Plan
Shift District approach from Assessment OF
Learning to Assessment FOR Learning. Shift
Thinking to EVERYONE
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What road do we take?
How do we get there?
includes
Training
to create changes in
Process, Eligibility, Intervention
involves
by looking at
Data
Changing Roles
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District's 2005-2006 Plan
3 Components of Implementation
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How Long Will It Take to Implement this
Effectively?

• 3-6 years
• Take it one step (e.g., skill) at a time
• Develop your district core beliefs regarding RtI
  before you begin the journey
• Determine what currently is in place will remain
  and what will be change eliminated, or tweaked
  and why
• Model the regular education and special education
  alignment with this belief
• Start with young students
• Consider Tier 1 issues is your current
  curriculum standards-based Does it follow
  best-practice? Are you going to include all range
  of students in your RtI plan? At risk
  academically talented and RKs
• Create Tier 2 options with existing staff and
  resources
• Develop a 5 year plan
• Use networks-avoid reinventing the wheel.

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What we have learned

• There are predictable componentsin successful
  RtI implementation
• Some of these components conflict with historical
  structures and practices in schools
• Some tough things are predictable
• Knowing what they are, and being ready for them
  is half the battle in addressing them

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Tough Reality 1

• RtI requires everyone to own the results for all
  kids - not just in word, but in deed - whatever
  it takes
• No more your kids and my kids
• Theyre all our kids
• We all have to accept both the successes and
  failures of all of all our kids

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Tough Reality 2

• People who do not have a history of working
  together and collaborating will have to begin
  doing so
• Collaboration is an unnatural act for some
• People need to learn the skills needed for success

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Tough Reality 3

• Professional development must focus on getting
  RtI going and supporting it for a minimum of 2 to
  3 years

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Tough Reality 4

• RtI requires behavior change on the
• part of teachers
• Teachers must accept student performance data as
  a basis for changing instruction
• Teachers must have or learn the skills related to
  data-based decision making in instructional
  decision making
• Staff MUST have a deep understanding about
  effective instruction
• Staff MUST have a deep understanding of
  assessment- WHYs and Hows

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Big Tough Reality 5

• We have to expand the range of instructional
  options (amount and intensity) available to all
  kids
• This may mean more and different instructional
  minutes
• Logistics of it all is one of the biggest hurdles
  you will face

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Tough Reality 6

• Motivation issues- both for staff and kids. RtI
  is hard work.
• Be proactive and celebrate/share success stories

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Belief Examination Do you believe children can
learn at high levels?

• Your answer to this is grounded in your
  fundamental beliefs about what children can
  learn.
• Take a minute to reflect on your beliefs about
  student learning.

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RtI Consensus Building ToolAll children can learn

• Back at your school, consider discussing these
  questions
• Do we believe that children can learn what is
  needed for the future?
• How prepared is our school?
• How prepared are we to support them?

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All Kids Can Learn

• Charles Darwin School
• All kids can learn based on their ability.
• Extent of learning is based on innate ability
  that is relatively fixed
• Our job is to create multiple programs that
  address different levels of ability.

DuFour, etal. 2004
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All Kids Can Learn

• Pontius Pilate School
• All kids can learn if they take advantage of the
  opportunity we give them to learn.
• All students can learn if they choose to put
  forth the effort.
• It is our job to provide students with
  opportunities to learn and their responsibility
  to learn.

DuFour, etal. 2004
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All Kids Can Learn

• Chicago Cub Fan School
• All kids can learn something, and we will help
  all students experience academic growth in a warm
  and nurturing environment.
• Extent of learning is based on a combination of
  ability and effort, both of which we have little
  control over.
• It is our job to help students demonstrate some
  growth.

DuFour, etal. 2004
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All Kids Can Learn

• Henry Higgins School
• All kids can learn and we will work to help all
  students achieve high standards of learning
• All students can and must learn at relatively
  high levels of achievement.
• It is our job to continue to work with students
  to meet standards and help them master
  challenging academic material.

DuFour, etal. 2004
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ACTIVITY

• Turn to a neighbor a share two things you learned
  about Response to Intervention (RtI).

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RESOURCES

• National Center on Response to Intervention
• www.rti4success.org
• Intervention Central
• www.interventioncentral.org
• RtI Action Network
• www.rtinetwork.org

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Thank you for all you do to support student
learning