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RTI Fundamentals

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Title: RTI Fundamentals


1
RTI Fundamentals
  • Workshop Wednesday PD
  • May 9, 2012
  • Summer S. Manos, RTI Specialist
  • ManosS_at_fccps.org
  • 703-248-5619

2
The 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

3
What does our data say?
Falls Church City Public Schools VA DOE School
Division Report Card 8/18/11
4
Why 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

5
How 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?

6
RTI 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

7
RTI 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.

8
But 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

9
Multi-Tired System of Supports
  • Intensive, Individual Interventions
  • Individual Students
  • Assessment-based
  • Intense, durable procedures

1-5
1-5
5-10
5-10
10
Another look at the RTI Pyramid
11
Tier 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

12
Tier 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
13
Its 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

14
Core 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

15
Four 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
16
Activity
  • What are some examples of instructional
  • strategies and practices that we use with all
  • learners?

17
Tier 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

18
Tier 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)

19
Intervention/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

20
Scientifically 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

21
What 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

22
Examples 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)
23
What 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

24
Activity
  • What are some examples of instructional
  • strategies and practices that we use for Tier 2
    and Tier 3?

25
Data 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.

26
FCCPSs 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
28
This never happens
29
More 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
30
But 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.

31
Activity
  • Creating a shared understanding of RTI

32
How 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.

33
Where 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

34
I understand the purpose of Response to
Intervention (RTI) within my school district.
34
35
I feel knowledgeable about the purpose of each
of the tiers within RTI.
35
36
It is clear who is responsible for implementing
each tier of RTI in my school.
36
37
Putting 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

38
Coordinated 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

39
A Multi-Tiered System of Supports
Step 2
Step 3
Step 4
Step 1
40
References
  • 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.
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