Title: RTI Fundamentals
1RTI Fundamentals
- Workshop Wednesday PD
- May 9, 2012
- Summer S. Manos, RTI Specialist
- ManosS_at_fccps.org
- 703-248-5619
2The History of RTI in FCCPS
- 2001 NCLB mandates that all students receive
scientific, research-based instruction - 2004 IDEA requires states to ensure that
special education eligibility does not stem from
lack of exposure to such instruction and
data-driven interventions hence Response to
Intervention (RTI) - 2009 FCCPS chose to begin implementing RTI
framework to address the needs of ALL students
3What does our data say?
Falls Church City Public Schools VA DOE School
Division Report Card 8/18/11
4Why RTI?
- Discrepancy has developed into a wait to fail
model - Discrepancy model has not proven to be effective
- Over identification
- 71 of districts are in some stage of
implementation compared to 60 in 2008 and 44 in
2007 - RTI is being increasingly implemented across all
grade levels - Of districts with enough data, 83 indicated RTI
has reduced the number of referrals to special
education - 2009 Spectrum K12 Results
5How do we get different results?
- Einstein once defined insanity as doing the same
thing over and over again and expecting different
results. - In regards to the discrepancy model, McCook
comments It must be the childs fault or the
problem must certainly be the child. Why else
would the child have such a discrepancy between
expected achievement and actual achievement?
6RTI in FCCPS
- Response to Intervention (RTI) is primarily an
instructional framework and philosophy, the goals
and objectives of which include employing
scientifically based instructional and behavioral
interventions aligned with students needs,
preventatively and as early as possible. It is an
ongoing process of using student performance and
other data to guide instructional and
intervention decisions. - Our goal is to build an EFFICIENT and POWERFUL
Service Delivery System that is sustainable
7RTI Core Principles
- We can effectively teach all children
- Effective instruction (academic AND behavior) in
general education is foundation for all
decision-making - Intervene early
- Use a multi-tier model of service delivery (MTSS)
- Use a problem-solving methodology (RTI Data
Meetings SBT) - Use research-based, scientifically validated
interventions/instruction - Use assessment for three different purposes
screening, diagnostics and progress monitoring. -
8But I thought RTI was
- RTI is
- An organizational structure for things you are
already doing - A general education initiative
- About ensuring we are identifying the right
students as student with disabilities - About all kids regardless of a label!
- In its early stages of implementation in FCCPS
- RTI is Not
- Another program to add-on to what we already do
- A special education initiative
- An instructional approach for at risk students
- Another name for pre-referral
- Just Differentiated Instruction
9Multi-Tired System of Supports
- Intensive, Individual Interventions
- Individual Students
- Assessment-based
- Intense, durable procedures
1-5
1-5
5-10
5-10
10Another look at the RTI Pyramid
11Tier 1 - Core
- Definition Students who are making expected
progress in the general education curriculum and
who demonstrate social competence - Core also describes those school-wide
interventions that are available to all students - Effective instruction
- Clear expectations
- Effective student support
- Periodic benchmark assessments
- Universal prevention
12Tier 1 Non-negotiables
- Quality Core Curriculum
- Differentiated Instruction
- Flexible Grouping
- Classroom Management
- Data analysis teaming
- School-Wide Behavioral Supports (PBIS)
- Fidelity of Instruction
- Universal Screening (academics and behavior)
- Assessment (Pre-Assessment, Formative Assessment,
Summative Assessment)
For me the most important part of the proverbial
three tiers is the first one regular classroom
instruction. In my view, RTI works best if its
started in kindergarten and 1st gradewe know how
to solve those problems. Allington 2010
13Its All About High Quality Instruction!
- Of all the variables that have been studied to
date (indicators - of school socioeconomic status, class size,
student - variability within the classroom, etc.), the
single largest - factor affecting academic growth of populations
of students - is differences in the effectiveness of individual
teachers. - When considered simultaneously, the magnitude of
these - differences dwarfs the other factors.
-
-
Sanders, 1998
14Core Instruction What Makes Sense
- One Instruction at the childs skill level
- Two Explicit, systematic, teacher directed,
skills based - (I Do, We Do, You Do)
- Three Strong curriculum scope and sequence
defined skill hierarchy - Four Formative evaluation rules and
instructional changes
15Four Formative evaluation rules and
instructional changes - it works!
Treatment/Intervention Effect Size
Special Education Placement -.14 to .29
Modality Matched Instruction (Auditory) .03
Modality Matched Instruction (Visual) .04
Curriculum-Based Instruction/ Graphing and Formative Evaluation .70
Curriculum-Based Instruction, Graphing, Formative Evaluation and Systematic use of Reinforcement 1.00
16Activity
- What are some examples of instructional
- strategies and practices that we use with all
- learners?
17Tier 2 Snapshot
- Targeted instruction provided to small groups of
students (homogeneous groups of 3-5) - Supplemental programs or strategies
- Skill focus dependent upon progress monitoring
and who has not responded to Tier 1 efforts - Progress monitoring
- Push-in or pull-out
- Intervention performed by classroom teacher
and/or support staff - In addition to Tier 1 instruction
18Tier 3 Snapshot
- Intensive instruction provided to groups of 1-3
students - Skill focus dependent upon progress monitoring
and who has not responded to Tier 2 efforts - More frequent progress monitoring
- Frequency, intensity, and duration of
intervention increases from Teir 2 - Interventionist determined by team
- Push-in or pull-out (pull-out more common)
19Intervention/Instructional Match
- Match intervention to problem
- Humans tend to employ interventions with which
they are comfortable instead of intervention that
the student needs - Intervention should be developed with the
expectation that it will be altered in some way
as a result of the progress monitoring data - No intervention works all of the time for every
student
20Scientifically research-based Instruction and
Interventions
- Instructional
- Rigorous research design that shows intervention
is effective with large numbers of students - Explicitly teaches the deficit skill
- Behavioral
- Rigorous research design, but may also include
case studies - Explicitly teaches expectations
- Proactively prevents behavior problems
21What is an Intervention?
- Research-based Supplemental Materials/Programs
- Early Literacy
- Comprehensive Reading Programs
- Supplemental Reading Programs for targeted
intervention (phonemic awareness, phonics,
fluency, vocabulary, and comprehension) - Math
- Research-based Learning Strategies
- Appropriate for Tiers 1,2, and 3
- Teach students how to gain access to information
in general education - Reading
- Math
- Behavior
- Kansas
22Examples of Tier 2 Tier 3 Intervention
Strategies and Programs in FCCPS
Wilson Reading System Earobics Fundations Read
Naturally Reading Recovery Math Recovery Do the
Math VMath (New in 2011-2012) Language! (new in
2011-2012) Read Well (new in 2011-2012) Pirate
Math (new in 2011-2012) Additional Reading/Math
strategy group Peer Assisted Learning
Strategies (PALS)
23What are NOT interventions?
- Preferential seating
- Shortened assignments
- Parent contacts
- Classroom observations
- Sending a student to the office
- Suspension
- Doing MORE of the same
- Retention
- Peer-tutoring
24Activity
- What are some examples of instructional
- strategies and practices that we use for Tier 2
and Tier 3?
25Data Based Decision Making
- There are three reasons for assessing and
monitoring skill development - (1) Screening - this identifies how a student is
performing relative to the group or to a
curriculum-based benchmark - (2) Diagnostic -if the student is under
performing, the questions Why is this
happening? and What other information do we
need? must be answered - (3) Ongoing progress monitoring - this involves
frequent assessment of growth. The progress of
all students should be monitored, but it is of
particular importance to closely monitor the
progress of students whose performance is
resistant to intervention. In all cases, the
obtained data are used to adjust instruction and
make instructional or intervention decisions.
26FCCPSs Academic Assessments 2011-2012 FCCPSs Academic Assessments 2011-2012 FCCPSs Academic Assessments 2011-2012 FCCPSs Academic Assessments 2011-2012
Grades K-1 Grades 2-4 Grades 5-7 Grades 8-12
Universal Screening PALS DSA FCCPS Quarterly Math Reading Benchmarks Diagnostic DRA PALS Progress Monitoring PALS Quick Checks running records exploring CBM for Math Universal Screening PALS (2nd) DSA FCCPS Quarterly Writing Prompts FCCPS Quarterly Math Reading Benchmarks Diagnostic DRA/QRI/CRI PALS Progress Monitoring PALS Quick Checks running records CBM Formative Assessments Universal Screening SRI DSA FCCPS Quarterly Writing Prompts FCCPS Quarterly Math Reading Benchmarks Diagnostic DRA/QRI/CRI Progress Monitoring SRI running records CMB Formative Assessments Universal Screening SRI FCCPS Quarterly Writing Prompts FCCPS Quarterly Math Benchmark Assessments Diagnostic QRI/CRI Progress Monitoring SRI CBM Formative Assessments
27 True genius resides in the capacity for
evaluation of uncertain, hazardous, and
conflicting information. -Winston Churchill
28This never happens
29More likely
Causes for those findings connected to different
parts of the system, like curriculum,
instruction, or school culture
Variety of strategies for addressing different
causes, often used in particular combinations
Data findings from multiple sources, analyzed
individually and as a set
30But what does this mean for me?
- Response to Intervention
- Forces us to examine what works and what doesnt
- Creates a more collaborative school culture (ala
PLC) - Aligns currents procedures for identification
with effective instruction and assessment - We are able to make objective decisions based on
data - Assessments, CORE Instruction, and Interventions
are closely linked - Results may be easily communicated to parents and
staff using charts and graphs.
31Activity
- Creating a shared understanding of RTI
32How do we plan to get there?
- NASDSE Blueprints for District and Schools
(Action Plans) - Step 1 Consensus Building
- Step 2 Infrastructure Building
- Step 3 Implementation
- Building our collective capacity through
partnerships - VA DOE RTI Cohort
- RTI Action Networks Leadership Network Group
- GMU
- The solution is not a program it is a small set
of common principles and practices relentlessly
pursued. Professionals working together with
focus is what counts. Fullan, M. (2010). All
Systems Go.
33Where Are We in Our Journey?
- Monitoring OUR Progress
- Knowledge and Perceptions of RTI Survey
Preliminary Findings - Scale
- 1 Strongly Disagree
- 2 Disagree
- 3 Neutral
- 4 Agree
- 5 Strongly Agree
34I understand the purpose of Response to
Intervention (RTI) within my school district.
34
35I feel knowledgeable about the purpose of each
of the tiers within RTI.
35
36It is clear who is responsible for implementing
each tier of RTI in my school.
36
37Putting it All Together The Old Model of
Interventions
- We currently have resources to build Tier 2 3
Interventions - But...we often end up with Too Many Remedial
Programs with Different - Entry Criterion
- Curricula/Interventions
- Assessment and Progress Monitoring Systems
38Coordinated and Powerful Multi-Tiered System
- Use Universal Screening to Identify Tier 2 3
Candidates - Collaborate around who gets what, when and why
- Use a Focused and Scientifically Based
Curriculum with an Emphasis on Explicit
Teacher-Led Instruction with Explicit Language
Support - Use the Same Scientifically Based Progress
Monitoring System
39A Multi-Tiered System of Supports
Step 2
Step 3
Step 4
Step 1
40References
- Web References
- RTI Action Network www.rtinetwork.com
- National Center on Response to Intervention
www.rti4success.org - Print References
- Responsive Instruction Refining Our Work of
Teaching All Children Virginias Response to
Intervention Initiative (2007) Virginia DOE. - Allington, R.L. (2009). What Really Matters in
Response to Intervention Research Based Designs
Pearson. - Buffum, A., Mattos.M., Weber, C. (2009)
Pyramid Response to Intervention RTI, PLCs,
and How to Respond When Kids Dont Learn
Solution Tree Press. - East, B. Reder, N. (2006) Blueprints for RtI
Implementation. National Association of State
Directors of Special Education. - Jenkins, T. (2011). Consensus Building, Tiered
Instruction, and Problem Solving Model - Kukic, S. (2009). Building the Context of
Excellence to Improve Results for ALL Students A
Call to Action - Reynolds, L. (2009) Response to Intervention
The What, How, and Why! Staff Development for
Educators.