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Title: RTI: What Are Your Questions?


1
RTI What Are Your Questions?
  • At your tables
  • Discuss the key questions that you still have
    about the RTI model.
  • Write down the TOP 1-2 questions that you would
    like to have answered (or discussed) at todays
    workshop.

2
Summer RTI Training Dates
  • Aug 15-18, 2011

3
RTI for Elementary, Middle, High Schools
Introduction for Cohort 3Jim Wrightwww.interven
tioncentral.org
4
Workshop Goals
5
Key RTI Challenges
6
The quality of a school as a learning community
can be measured by how effectively it addresses
the needs of struggling students.--Wright
(2005)
Source Wright, J. (2005, Summer). Five
interventions that work. NAESP Leadership
Compass, 2(4) pp.1,6.
7
School Instructional Time The Irreplaceable
Resource
  • In the average school system, there are 330
    minutes in the instructional day, 1,650 minutes
    in the instructional week, and 56,700 minutes in
    the instructional year. Except in unusual
    circumstances, these are the only minutes we have
    to provide effective services for students. The
    number of years we have to apply these minutes is
    fixed. Therefore, each minute counts and schools
    cannot afford to support inefficient models of
    service delivery. p. 177

Source Batsche, G. M., Castillo, J. M., Dixon,
D. N., Forde, S. (2008). Best practices in
problem analysis. In A. Thomas J. Grimes
(Eds.), Best practices in school psychology V
(pp. 177-193).
8
RTI Assumption Struggling Students Are Typical
Until Proven Otherwise
  • RTI logic assumes that
  • A student who begins to struggle in general
    education is typical, and that
  • It is general educations responsibility to find
    the instructional strategies that will unlock the
    students learning potential
  • Only when the student shows through
    well-documented interventions that he or she has
    failed to respond to intervention does RTI
    begin to investigate the possibility that the
    student may have a learning disability or other
    special education condition.

9
Essential Elements of RTI (Fairbanks, Sugai,
Guardino, Lathrop, 2007)
  1. A continuum of evidence-based services available
    to all students" that range from universal to
    highly individualized intensive
  2. Decision points to determine if students are
    performing significantly below the level of their
    peers in academic and social behavior domains"
  3. Ongoing monitoring of student progress"
  4. Employment of more intensive or different
    interventions when students do not improve in
    response" to lesser interventions
  5. Evaluation for special education services if
    students do not respond to intervention
    instruction"

Source Fairbanks, S., Sugai, G., Guardino, S.,
Lathrop, M. (2007). Response to intervention
Examining classroom behavior support in second
grade. Exceptional Children, 73, p. 289.
10
NYSED RTI Guidance Memo April 2008
11
(No Transcript)
12
The Regents policy framework for RtIDefines
RtI to minimally include Appropriate
instruction delivered to all students in the
general education class by qualified personnel.
Appropriate instruction in reading means
scientific research-based reading programs that
include explicit and systematic instruction in
phonemic awareness, phonics, vocabulary
development, reading fluency (including oral
reading skills) and reading comprehension
strategies.Screenings applied to all students
in the class to identify those students who are
not making academic progress at expected rates.
13
Instruction matched to student need with
increasingly intensive levels of targeted
intervention and instruction for students who do
not make satisfactory progress in their levels of
performance and/or in their rate of learning to
meet age or grade level standards.Repeated
assessments of student achievement which should
include curriculum based measures to determine if
interventions are resulting in student progress
toward age or grade level standards.The
application of information about the students
response to intervention to make educational
decisions about changes in goals, instruction
and/or services and the decision to make a
referral for special education programs and/or
services.
14
Written notification to the parents when the
student requires an intervention beyond that
provided to all students in the general education
classroom that provides information about the
-amount and nature of student performance data
that will be collected and the general education
services that will be provided-strategies for
increasing the students rate of learning
and-parents right to request an evaluation for
special education programs and/or services.
15
What previous approach to diagnosing Learning
Disabilities does RTI replace?
  • Prior to RTI, many states used a Test-Score
    Discrepancy Model to identify Learning
    Disabilities.
  • A student with significant academic delays would
    be administered an battery of tests, including
    an intelligence test and academic achievement
    test(s).
  • If the student was found to have a substantial
    gap between a higher IQ score and lower
    achievement scores, a formula was used to
    determine if that gap was statistically
    significant and severe.
  • If the student had a severe discrepancy gap
    between IQ and achievement, he or she would be
    diagnosed with a Learning Disability.

16
Target Student
Dual-Discrepancy RTI Model of Learning
Disability (Fuchs 2003)
17
Secondary Students Unique Challenges
  • Struggling learners in middle and high school
    may
  • Have significant deficits in basic academic
    skills
  • Lack higher-level problem-solving strategies and
    concepts
  • Present with issues of school motivation
  • Show social/emotional concerns that interfere
    with academics
  • Have difficulty with attendance
  • Are often in a process of disengaging from
    learning even as adults in school expect that
    those students will move toward being
    self-managing learners

18
School Dropout as a Process, Not an Event
  • It is increasingly accepted that dropout is
    best conceptualized as a long-term process, not
    an instantaneous event however, most
    interventions are administered at a middle or
    high school level after problems are severe.

Source Jimerson, S., Reschly, A.L., Hess, R.
(2008). Best practices in increasing the
likelihood of school completion. In A. Thomas
J. Grimes (Eds). Best Practices in School
Psychology - 5th Ed (pp. 1085-1097). Bethesda,
MD National Association of School
Psychologists.. p.1090
19
RTI Pyramid of Interventions
20
Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 12
21
Tier 1 Core Instruction
  • Tier I core instruction
  • Is universalavailable to all students.
  • Can be delivered within classrooms or throughout
    the school.
  • Is an ongoing process of developing strong
    classroom instructional practices to reach the
    largest number of struggling learners.
  • All children have access to Tier 1
    instruction/interventions. Teachers have the
    capability to use those strategies without
    requiring outside assistance.
  • Tier 1 instruction encompasses
  • The schools core curriculum.
  • All published or teacher-made materials used to
    deliver that curriculum.
  • Teacher use of whole-group teaching
    management strategies.
  • Tier I instruction addresses this question Are
    strong classroom instructional strategies
    sufficient to help the student to achieve
    academic success?

22
Tier I (Classroom) Intervention
  • Tier 1 intervention
  • Targets red flag students who are not
    successful with core instruction alone.
  • Uses evidence-based strategies to address
    student academic or behavioral concerns.
  • Must be feasible to implement given the resources
    available in the classroom.
  • Tier I intervention addresses the question Does
    the student make adequate progress when the
    instructor uses specific academic or behavioral
    strategies matched to the presenting concern?

23
Tier 1 Grade-Level Team or Consultant
  • Who consults on the student case?
  • Choice A The teacher brings the student to a
    grade-level meeting to develop an intervention
    plan, check up on the plan in 4-8 weeks.
  • Choice B The teacher sits down with a consultant
    (selected from a roster or assigned to the
    classroom or grade level). Together, consultant
    and teacher develop an intervention, check up on
    the plan in 4-8 weeks.

24
Tier 1 Grade-Level Team or Consultant
  • What is the next step if the student is a
    non-responder?
  • The student case is referred to the school or
    grade-level Tier 2 Data Team. The Team places the
    student into appropriate Tier 2 services if
    availableor may decide to refer directly to the
    Problem-Solving Team.

25
Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 13
26
Tier 2 Supplemental (Group-Based)
Interventions(Standard Treatment Protocol)
  • Tier 2 interventions are typically delivered in
    small-group format. About 15 of students in the
    typical school will require Tier 2/supplemental
    intervention support. Group size for Tier 2
    interventions is limited to 3-5 students.
    Students placed in Tier 2 interventions should
    have a shared profile of intervention need.
  • Programs or practices used in Tier 2
    interventions should be evidence-based.
  • The progress of students in Tier 2
    interventions are monitored at least 2 times per
    month.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
27
Tier 2 Data Team
  • Who makes up the Data Team and what is its
    purpose?
  • The Data Team is a school-wide or grade-specific
    team that typically includes classroom teachers,
    a school administrator, and perhaps other
    participants.
  • The Data Team reviews school-wide screening data
    (e.g., DIBELS NEXT, AimsWeb) three times per year
    to determine which students are at risk and
    require supplemental (Tier 2) intervention.
  • The Team continues to meet (e.g., monthly) to
    review student progress and to move students out
    of, into or across Tier 2 groups depending on
    progress and classroom performance.

28
Tier 2 Data Team
  • Who makes up the Data Team and what is its
    purpose? (Cont)
  • The Data Team can also take Tier 1 (classroom)
    referrals for struggling students who were not
    picked up in the academic screening(s) but are
    showing serious academic difficulties.

29
Scheduling Elementary Tier 2 Interventions
Option 3 Floating RTIGradewide Shared
Schedule. Each grade has a scheduled RTI time
across classrooms. No two grades share the same
RTI time. Advantages are that outside providers
can move from grade to grade providing push-in or
pull-out services and that students can be
grouped by need across different teachers within
the grade.
Anyplace Elementary School RTI Daily Schedule
Classroom 1
Classroom 2
Classroom 3
Grade K
900-930
Classroom 1
Classroom 2
Classroom 3
Grade 1
945-1015
Classroom 1
Classroom 2
Classroom 3
Grade 2
1030-1100
Classroom 1
Classroom 2
Classroom 3
Grade 3
1230-100
Classroom 1
Classroom 2
Classroom 3
Grade 4
115-145
Grade 5
Classroom 1
Classroom 2
Classroom 3
200-230
Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools Procedures to
assure scientific-based practices. New York
Routledge.
30
Tier 2 Data Team
  • What is the next step if the student is a
    non-responder?
  • The Data Team refers the student to the Tier 3
    RTI Problem-Solving Team if the student fails to
    make acceptable progress during at least one
    intervention trial.

31
Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 14
32
Tier 3 Intensive Individualized
Interventions(Problem-Solving Protocol)
  • Tier 3 interventions are the most intensive
    offered in a school setting.
  • Students qualify for Tier 3 interventions
    because
  • they are found to have a large skill gap when
    compared to their class or grade peers and/or
  • They did not respond to interventions provided
    previously at Tiers 1 2.
  • Tier 3 interventions are provided daily for
    sessions of 30 minutes or more. The
    student-teacher ratio is flexible but should
    allow the student to receive intensive,
    individualized instruction.
  • The reading progress of students in Tier 3
    interventions is monitored at least weekly.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
33
Tier 3 RTI Problem-Solving Team
  • How does a referral come in to the
    Problem-Solving Team?
  • Referral route A The Tier 2 Data Team meets
    periodically to review student progress. If a
    student is found not to be making expected
    progress, he or she can then be referred on to
    the RTI Team.
  • Referral route B If the school lacks a standard
    treatment Tier 2 intervention for a student
    concern (e.g., behavior, math), the student may
    be referred directly to the Problem-Solving Team
    via a classroom teacher referral.

34
Tier 3 RTI Problem-Solving Team
  • Who consults on the student case?
  • The RTI Problem-Solving Team is a
    multi-disciplinary team that consults with the
    teacher at the RTI Team Meeting.
  • The school may also want to have other staff
    (e.g., school nurse, math title teacher)
    available to attend RTI Team meetings on an
    as-needed basis for specific student cases.

35
Tier 3 RTI Problem-Solving Team
  • What is the next step if the student is a
    non-responder?
  • The school district should adopt uniform
    decision rules that indicate when a student
    should be referred on to the Special Education
    Eligibility Team. Example A district decided
    that across Tiers 2 and 3a student should go
    through at least 3 separate interventions of 6-8
    instructional weeks each before that student
    could be designated a non-responder and
    referred to Special Education.

36
Team Activity Rate Your Elementary or Secondary
Schools RTI Readiness
  • In your elbow groups
  • Review the elementary or secondary version of RTI
    implementation survey.
  • Rate your school on this survey.
  • Discuss with your group how RTI ready your
    school is at the present time.

37
Challenge 1 Promoting Staff Understanding
Support for RTIJim Wrightwww.interventioncentra
l.org
38
Tipping point any process in which, beyond a
certain point, the rate at which the process
increases dramatically. (Tipping Point, 2010).


The tipping point is the moment of critical
mass, the threshold, the boiling point.
(Gladwell, 2000 p. 12)


Sources Gladwell, M. (2000). The tipping point
How little things can make a big difference.
Little, Brown and Company NY. Tipping point
(sociology). (2010, February 17). In Wikipedia,
The Free Encyclopedia. Retrieved 0252, March 1,
2010, from http//en.wikipedia.org/w/index.php?tit
leTipping_point_(sociology)oldid344548179
39
  • Q What Conditions Support the Successful
    Implementation of RTI?
  • Continuing professional development to give
    teachers the skills to implement RTI and educate
    new staff because of personnel turnover.
  • Administrators who assert leadership under RTI,
    including setting staff expectations for RTI
    implementation, finding the needed resources, and
    monitor ingthe fidelity of implementation.
  • Proactive hiring of teachers who support the
    principles of RTI and have the skills to put RTI
    into practice in the classroom.
  • The changing of job roles of teachers and support
    staff (school psychologists, reading specialists,
    special educators, etc.) to support the RTI
    model.
  • Input from teachers and support staff
    (bottom-up) about how to make RTI work in the
    school or district, as well as guidance from
    administration (top-down).

Source Fuchs, D., Deshler, D. D. (2007). What
we need to know about responsiveness to
intervention (and shouldnt be afraid to ask)..
Learning Disabilities Research Practice,
22(2),129136.
40
Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions
41
Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions
  • Lack of Skills. Teachers lack the skills
    necessary to successfully implement academic or
    behavioral interventions in their content-area
    classrooms (Fisher, 2007 Kamil et al., 2008).
  • Not My Job. Teachers define their job as
    providing content-area instruction. They do not
    believe that providing classwide or individual
    academic and behavioral interventions falls
    within their job description (Kamil et al.,
    2008).

42
Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions(Cont.)
  • No Time. Teachers do not believe that they have
    sufficient time available in classroom
    instruction to implement academic or behavioral
    interventions (Kamil et al., 2008 Walker,
    2004).
  • No Payoff. Teachers lack confidence that there
    will be an adequate instructional pay-off if they
    put classwide or individual academic or
    behavioral interventions into place in their
    content-area classroom (Kamil et al., 2008).

43
Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions (Cont.)
  • Loss of Classroom Control. Teachers worry that if
    they depart from their standard instructional
    practices to adopt new classwide or individual
    academic or behavior intervention strategies,
    they may lose behavioral control of the classroom
    (Kamil et al., 2008).
  • Undeserving Students. Teachers are unwilling to
    invest the required effort to provide academic or
    behavioral interventions for unmotivated students
    (Walker, 2004) because they would rather put that
    time into providing additional attention to
    well-behaved, motivated students who are more
    deserving.

44
Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions (Cont.)
  • The Magic of Special Education. Content-area
    teachers regard special education services as
    magic (Martens, 1993). According to this view,
    interventions provided to struggling students in
    the general-education classroom alone will be
    inadequate, and only special education services
    have the power to truly benefit those students.

45
Engaging the Reluctant Teacher Seven Reasons Why
Instructors May Resist Implementing Classroom RTI
Literacy Interventions
  1. Lack of Skills. Teachers lack the skills
    necessary to successfully implement academic or
    behavioral interventions in their content-area
    classrooms.
  2. Not My Job. Teachers define their job as
    providing content-area instruction. They do not
    believe that providing classwide or individual
    academic and behavioral interventions falls
    within their job description.
  3. No Time. Teachers do not believe that they have
    sufficient time available in classroom
    instruction to implement academic or behavioral
    interventions.
  4. Insufficient Payoff. Teachers lack confidence
    that there will be an adequate instructional
    pay-off if they put classwide or individual
    academic or behavioral interventions into place
    in their content-area classroom.
  5. Loss of Classroom Control. Teachers worry that if
    they depart from their standard instructional
    practices to adopt new classwide or individual
    academic or behavior intervention strategies,
    they may lose behavioral control of the
    classroom.
  6. Undeserving Students. Teachers are unwilling to
    invest the required effort to provide academic or
    behavioral interventions for unmotivated students
    because they would rather put that time into
    providing additional attention to well-behaved,
    motivated students who are more deserving.
  7. The Magic of Special Education. Content-area
    teachers regard special education services as
    magic. According to this view, interventions
    provided to struggling students in the
    general-education classroom alone will be
    inadequate, and only special education services
    have the power to truly benefit those students.

46
RTI Challenge Promoting Staff Understanding
Support for RTI
  • Provide staff with an introductory overview of
    RTI before the end of the current school year.
  • Inventory all opportunities for staff development
    in your school for the 2011-2012 school year
    (e.g., faculty meetings, PD days, grade-level
    meetings, etc.).
  • Draft a training calendar for 2011-2012 when you
    can provide ongoing training to teachers in RTI.
    Bring calendar to summer training.
  • Review the proactive steps listed here for
    promoting staff understanding and support for
    RTI.
  • Discuss how you can accomplish these steps in
    preparation for the Cohort 3 summer training.

47
Challenge 2 Verifying that Strong Core
Instruction and Interventions Are Being
Delivered in ClassroomsJim Wrightwww.interventi
oncentral.org
48
Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 12
49
Shared Roles Interventionist
  • The interventionist is a teacher or other
    educator who is directly responsible for
    implementing an intervention for an individual
    student or small group. The role requires clear
    definition of the student problem(s), selection
    of evidence-based intervention strategies or
    programs, use of data to determine if the
    intervention is effective, and measurement of how
    the intervention is carried out to ensure that it
    is implemented with integrity.

50
Interventionist Key Look-Fors
  1. Defines the student academic or behavioral
    concern in clear, specific, measurable terms.
  2. Selects interventions that are evidence-based
    (i.e., intervention practices or programs that
    have been demonstrated to be effective in one or
    more high-quality studies in reputable peer
    reviewed journals).
  3. Selects interventions that logically match the
    presenting student problem(s) (e.g., choosing a
    fluency-building intervention such as Paired
    Reading for a student who has acquired basic
    reading skills but has delayed reading fluency).

51
Interventionist Key Look-Fors
  1. Delivers the intervention with a high level of
    integrity (e.g., ensuring that the intervention
    is implemented with the appropriate frequency,
    session length, steps of the intervention,
    student-teacher group size, etc.).
  2. Ensures that any accommodations included as part
    of a general-education students RTI intervention
    plan (e.g., preferential seating, breaking a
    longer assignment into smaller chunks) do not
    substantially lower the academic standards
    against which the student is to be evaluated and
    are not likely to reduce the students rate of
    learning.
  3. Knows which elements of the intervention are
    critical (must be implemented precisely as
    designed) and those that are negotiable (the
    interventionist has some degree of flexibility in
    how those elements are implemented).

52
Interventionist Key Look-Fors
  1. Completes required documentation of the
    intervention (e.g., writing down all necessary
    details of the intervention plan before
    implementing, maintaining a contact log to record
    each intervention session, etc.).
  2. Collects baseline data on student performance
    prior to the intervention, sets a predicted goal
    for student improvement to be attained by the
    intervention checkup date, and allots an adequate
    minimum period for the intervention (e.g., 4-8
    instructional weeks) to adequately judge its
    impact.
  3. Collects regular progress-monitoring data during
    the intervention to determine if the student is
    making adequate progress (Tier 1 monitoring
    frequency is at discretion of the
    interventionist Tier 2 monitoring occurs at
    least 1-2 times per month Tier 3 monitoring
    occurs at least weekly).
  4. Applies decision rules at the checkup date to
    evaluate whether the intervention is successful
    and to determine the appropriate next
    intervention steps.

53
(No Transcript)
54
RTI Challenge Verifying that Strong Core
Instruction and Interventions Are Being
Delivered in Classrooms
  • Become knowledgeable about intervention resources
    available on the Internet and within your
    district.
  • Identify people who could serve as formal or
    informal intervention coaches in your school.
  • Review the proactive steps listed here for core
    instruction and intervention.
  • Discuss how you can accomplish these steps in
    preparation for the Cohort 3 summer training.

55
Challenge 3 Using Screening Data to Identify
Students at Risk for Academic or Behavioral
ProblemsJim Wrightwww.interventioncentral.org
56

Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 8
57
RTI Literacy Assessment Progress-Monitoring
  • To measure student response to
    instruction/intervention effectively, the RTI
    model measures students academic performance and
    progress on schedules matched to each students
    risk profile and intervention Tier membership.
  • Benchmarking/Universal Screening. All children in
    a grade level are assessed at least 3 times per
    year on a common collection of academic
    assessments.
  • Strategic Monitoring. Students placed in Tier 2
    (supplemental) reading groups are assessed 2
    times per month to gauge their progress with this
    intervention.
  • Intensive Monitoring. Students who participate in
    an intensive, individualized Tier 3 intervention
    are assessed at least once per week.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools Procedures to
assure scientific-based practices. New York
Routledge.
58
Educational Decisions and Corresponding Types of
Assessment
  • SCREENING/BENCHMARKING DECISIONS Tier 1 Brief
    screenings to quickly indicate whether students
    in the general-education population are
    academically proficient or at risk.
  • PROGRESS-MONITORING DECISIONS At Tiers and 3,
    ongoing formative assessments to judge whether
    students on intervention are making adequate
    progress.
  • INSTRUCTIONAL/DIAGNOSTIC DECISIONS At any Tier,
    detailed assessment to map out specific academic
    deficits , discover the root cause(s) of a
    students academic problem.
  • OUTCOME DECISIONS Summative assessment (e.g.,
    state tests) to evaluate the effectiveness of a
    program.

Source Hosp, M. K., Hosp, J. L., Howell, K. W.
(2007). The ABCs of CBM A practical guide to
curriculum-based measurement. New York Guilford
Press.
59
Creating a School-Wide Screening Plan
Recommendations for ALL Schools
  1. Ensure that any discussion about grade- or
    school- or district-wide adoption of RTI
    screening tools includes general education and
    special education input.
  2. When adopting a screening tool, inventory all
    formal assessments administered in your school.
    Discuss whether any EXISTING assessments can be
    made optional or dropped whenever new screening
    tools are being added.
  3. If possible, use screening tools found by the
    National Center on RTI to have technical
    adequacy.

60
RTI Challenge Adopting Schoolwide Screening
Measures
  • Select days in fall, winter, spring of the
    2011-2012 school year when school-wide screenings
    will take place.
  • Identify members of a school team to assist in
    collecting screening information.
  • Select screening tools to assess literacy (and
    perhaps other areas) in your school. (Remember
    that existing datagrades, attendance,
    behaviorcan be analyzed periodically and used to
    screen students at risk.)
  • Review the proactive steps listed here for core
    instruction and intervention.
  • Discuss how you can accomplish these steps in
    preparation for the Cohort 3 summer training.

61
Challenge 4 Establishing a Strong RTI Team for
Students Who Need a Problem-Solving ApproachJim
Wrightwww.interventioncentral.org
62
Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p25
63
RTI Team Consultative Process
  • Step 1 Assess Teacher Concerns 5 Mins
  • Step 2 Inventory Student Strengths/Talents 5
    Mins
  • Step 3 Review Background/Baseline Data 5 Mins
  • Step 4 Select Target Teacher Concerns 5-10 Mins
  • Step 5 Set Academic and/or Behavioral Outcome
    Goals and Methods for Progress-Monitoring 5 Mins
  • Step 6 Design an Intervention Plan 15-20 Mins
  • Step 7 Plan How to Share Meeting Information
    with the Students Parent(s) 5 Mins
  • Step 8 Review Intervention Monitoring Plans 5
    Mins

64
RTI Team Roles
  • Coordinator
  • Facilitator
  • Recorder
  • Time Keeper
  • Case Manager

65
RTI Challenge Establishing a Strong RTI Team for
Students Who Need a Problem-Solving Approach
  • Review existing teams in your school and identify
    teams that can be merged or eliminated to make
    better use of your problem-solving resources.
  • Schedule sufficient time each week to hold Tier 3
    RTI Team meetings for high-stakes students.
  • Identify people who should serve on the RTI
    Problem-Solving Team (as core members or as
    consultants-as-needed).
  • Review the proactive steps listed here for
    establishing a strong RTI Problem-Solving Team.
  • Discuss how you can accomplish these steps in
    preparation for the Cohort 3 summer training.

66
Challenge 5 Developing Implementing
Effective Tier 2/3 Intervention Programs Jim
Wrightwww.interventioncentral.org
67
Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 13
68
Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 14
69
Scheduling Elementary Tier 2 Interventions
Option 3 Floating RTIGradewide Shared
Schedule. Each grade has a scheduled RTI time
across classrooms. No two grades share the same
RTI time. Advantages are that outside providers
can move from grade to grade providing push-in or
pull-out services and that students can be
grouped by need across different teachers within
the grade.
Anyplace Elementary School RTI Daily Schedule
Classroom 1
Classroom 2
Classroom 3
Grade K
900-930
Classroom 1
Classroom 2
Classroom 3
Grade 1
945-1015
Classroom 1
Classroom 2
Classroom 3
Grade 2
1030-1100
Classroom 1
Classroom 2
Classroom 3
Grade 3
1230-100
Classroom 1
Classroom 2
Classroom 3
Grade 4
115-145
Grade 5
Classroom 1
Classroom 2
Classroom 3
200-230
Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools Procedures to
assure scientific-based practices. New York
Routledge.
70
Challenge 6 Ensuring That Interventions Are
Carried Out With FidelityJim Wrightwww.interven
tioncentral.org
71

Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p 42
72
Assessing Intervention Integrity
73
Why Assess Intervention Integrity?
  • When a struggling student fails to respond
    adequately to a series of evidence-based
    interventions, that student is likely to face
    significant and potentially negative
    consequences, such as failing grades, long-term
    suspension from school, or even placement in
    special education. It is crucial, then, that
    the school monitor the integrity with which
    educators implement each intervention plan so
    that it can confidently rule out poor or limited
    intervention implementation of the intervention
    as a possible explanation for any students
    non-response.

74
Intervention Integrity Check Direct Observation
  • Intervention integrity is best assessed through
    direct observation (Roach Elliott, 2008).
  • The key steps of the intervention are defined and
    formatted as an observational checklist.
  • An observer watches as the intervention is
    conducted and checks off on the checklist those
    steps that were correctly carried out. The
    observer then computes the percentage of steps
    correctly carried out.

75
Limitations of Direct Observation as an
Intervention Integrity Check
  • Direct observations are time-consuming to
    conduct.
  • Teachers who serve as interventionists may at
    least initially regard observations of their
    intervention implementation as evaluations of
    their job performance, rather than as a
    child-focused RTI quality check.
  • An intervention-implementation checklist
    typically does not distinguish between--or
    differentially weight--those intervention steps
    that are more important from those that are less
    so. If two teachers implement the same 10-step
    intervention plan, for example, with one
    instructor omitting a critical step and the other
    omitting a fairly trivial step, both can still
    attain the same implementation score of steps
    correctly completed.

Source Gansle, K. A., Noell, G. H. (2007). The
fundamental role of intervention implementation
in assessing response to intervention. In S. R.
Jimerson, M. K. Burns, A. M. VanDerHeyden
(Eds.), Response to intervention The science and
practice of assessment and intervention (pp.
244-251).
76
Intervention Script Builder
77
Supplemental Methods to Collect Data About
Intervention Integrity
  • Teacher Self-Ratings As a form of
    self-monitoring, directing interventionists to
    rate the integrity of their own interventions may
    prompt higher rates of compliance (e.g., Kazdin,
    1989). However, because teacher self-ratings tend
    to be upwardly biased (Gansle Noell, 2007, p.
    247), they should not be relied upon as the sole
    rating of intervention integrity. One suggestion
    for collecting regular teacher reports on
    intervention implementation in a convenient
    manner is to use Daily Behavior Reports (DBRs
    Chafouleas, Riley-Tillman,, Sugai, 2007).

Sources Chafouleas, S., Riley-Tillman, T.C.,
Sugai, G. (2007). School-based behavioral
assessment Informing intervention and
instruction. New York Guilford Press.Gansle, K.
A., Noell, G. H. (2007). The fundamental role
of intervention implementation in assessing
response to intervention. In S. R. Jimerson, M.
K. Burns, A. M. VanDerHeyden (Eds.), Response
to intervention The science and practice of
assessment and intervention (pp.
244-251).Kazdin, A. E. (1989). Behavior
modification in applied settings (4th ed.).
Pacific Gove, CA Brooks/Cole..
78
Intervention Contact Log
79
Supplemental Methods to Collect Data About
Intervention Integrity
  • Intervention Permanent Products If an
    intervention plan naturally yields permanent
    products (e.g., completed scoring sheets, lists
    of spelling words mastered, behavioral sticker
    charts), these products can be periodically
    collected and evaluated as another indicator of
    intervention integrity (Gansle Noell, 2007).

SourceGansle, K. A., Noell, G. H. (2007). The
fundamental role of intervention implementation
in assessing response to intervention. In S. R.
Jimerson, M. K. Burns, A. M. VanDerHeyden
(Eds.), Response to intervention The science and
practice of assessment and intervention (pp.
244-251).
80
Intervention Integrity Verify Through a Mix of
Information Sources
  • Schools should consider monitoring intervention
    integrity through a mix of direct and indirect
    means, including direct observation and permanent
    products (Gansle Noell, 2007), as well as
    interventionist self-ratings (Roach Elliott,
    2008).

Source Gansle, K. A., Noell, G. H. (2007).
The fundamental role of intervention
implementation in assessing response to
intervention. In S. R. Jimerson, M. K. Burns,
A. M. VanDerHeyden (Eds.), Response to
intervention The science and practice of
assessment and intervention (pp. 244-251).Roach,
A. T., Elliott, S. N. (2008). Best practices in
facilitating and evaluating intervention
integrity. In A. Thomas J. Grimes (Eds.), Best
practices in school psychology V (pp.195-208).
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