Response to Intervention RTI

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Response to InterventionRTI
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www.nasdse.org
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Presidents Commission report recommendations

• Focus on results not process
• Embrace a model of prevention, not a model of
  failure
• Consider children with disabilities as general
  education first

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Response to Intervention (RTI)

• RTI is providing high quality instruction /
  intervention, while using systematic assessment
  data of a students learning, to make educational
  decisions.

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high-quality instruction/intervention

• instruction or intervention, matched to student
  need, that has been demonstrated through
  scientific research and practice to produce high
  learning rates for most students.

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learning rate and level of performance

• a students growth in achievement or behavior
  competencies over time compared to prior levels
  of performance and peer growth rates.

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educational decisions

• Decisions about the necessity of more intense
  interventionsare informed by data on learning
  rate and level.

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Using A Problem Solving Process
Define the Problem Describe using objective,
measurable terms What is the problem?
Problem Analysis Collect information from
multiple sources and settings What seems to be
causing the problem?
Evaluate Review data Is it working?
Implement Plan Design, Implement and Monitor
ProgressWhat can we do to help?
Eric Neesen (IA), 2005
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Educational Progress
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Educational Progress
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Educational Progress
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PBIS structure
1-5
1-5
5-10
5-10
80-90
80-90
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Basic Premise

• All students are
• part of the
• general education
• system

Core
Supplemental
Intensive
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Another way to look at this
Grade level expectation
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NDs RTI Leadership Team

• Currently 17 members
• School Psychologist
• Parents
• Teachers (Title 1, Spec. Ed., Reg. Ed.)
• Principals (rural and urban)
• Special Ed. Directors (multi single district)
• Title 1 Coordinator
• DPI State Title 1 Director
• DPI Special Ed. Coordinators

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Our Outcomes

• Outcome 1 A consistent, clearly articulated
  framework (vision) of RTI within a systems
  approach is shared across the whole educational
  system.
• Outcome 2 Ideas and strategies for implementing
  RTI are readily available to all who need.
• Outcome 3 State criteria for using RTI data
  guide decisions about special education
  eligibility.
• Outcome 4 Schools/districts use data management
  systems (tools) to support data use and analysis.

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Outcome 1 RTI in a Unified North Dakota
Educational System

• 5 components of RTI
• Universal Screening
• Progress Monitoring
• Tiered Service Delivery
• Fidelity of Implementation
• Data-Based Decision-Making

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Universal Screening

• Type of low-cost and easily administered
  assessment, testing age and grade-level critical
  skills or behaviors.
• Screening identifies high and low performing
  students who are at risk of their needs not being
  met.

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Progress Monitoring

• Scientifically/evidenced-based practice of
  assessing students academic behavior
  performance on a regular basis.
• Progress monitoring serves two purposes
• To determine whether students are making
  appropriate progress from the core instructional
  program
• To build more effective programs for the children
  who are not making appropriate progress

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Tiered Service Delivery

• An RTI approach incorporates a multi-tiered model
  of educational service delivery
• Each tier represents increasingly intense
  services that are associated with increasing
  levels of learner needs

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Fidelity of Implementation

• Delivering instruction in the way in which it was
  designed to be delivered
• Integrity with which screening and
  progress-monitoring procedures are completed
• Important at both the school level and teacher
  level

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Data-Based Decision-Making

• Decisions about supplemental and intensive
  interventions are based on data on learning rate
  and level
• Data is critical to making decisions about
  individual student response to instruction across
  multiple tiers of interventions

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Outcome 2 RTI website

• Schools Using RTI
• Progress Monitoring
• Screening
• Data Based Decision Making
• Tiered Service Delivery
• Fidelity of Implementation
• Laws Related to RTI
• RTI Teacher Toolkit
• RTI Administrative Toolkit
• RTI Resources (books, journal articles, etc.)
• RTI and Jr High/High School

• What Is RTI
• What is RTI in North Dakota
• How to get started
• RTI and Reading First
• RTI and BLST
• RTI and PBS
• Title I And RTI
• RTI Web Links
• Professional Development
• Presenters For RTI
• Power Point RTI Presentations
• RTI Charts And Graphs

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Outcome 3 Development of New criteria for
Identifying Students with SLD

• A State must adopt criteria for determining
  whether a child has a specific learning
  disability. In addition, the criteria adopted by
  the State
• Must not require IQ discrepancy
• Must permit the use of an RTI process
• May permit the use of alternative research-based
  procedures
• A public agency must use the State criteriain
  determining whether a child has a specific
  learning disability

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Outcome 4 Four District Data Warehouse???

• North Dakotas 4 largest schools districts
  contracted for the development of a data
  warehouse.
• This could lead to a better way to access and
  interpret data.

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Who wrote this ?????

• North Dakota shall have a seamless education
  system that is responsive to the needs of all
  children, adolescents and young adults, and their
  families. Parents and students must be given the
  opportunity to participate as full partners in
  all educational endeavors. We must build the
  capacity in general education for all children,
  while supporting each individual students rights
  and the gains made since the passage of federal
  legislation in special education. In such a
  system all children reap the benefits of a free
  appropriate public education through effective
  research based instructional programs and
  practices based on equitable standards with
  accountability and high expectations for all.