Response to Intervention (RTI)

1. Response to Intervention (RTI) Alvena Kauffman Kauffman_a@hcde.org

2. What is RTI? • RTI is a process of implementing high quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based upon the student’s progress. (Bender & Shores, 2007 p.7)

3. Response to Intervention • A prevention system in general education to • Maximize student achievement • Reduce behavior problems • An organizational framework for: • Identifying students at risk for poor learning outcomes • Monitoring student progress • Providing evidence-based intervention • Adjusting the intensity and nature of those interventions depending on a student’s responsiveness • Identifying students with learning disabilities

4. Myths vs. Reality • Special Education its own entity • Identification • Only Pre-referral • Evaluations do not change • Interventions across all segments of school population • Prevention • Integration of general education, remedial education, and special education. • Focus on organization of data

5. RTI • IDEA 2004 • Tennessee Eligibility for Specific Learning Disabilities (SLD) • Approved in December 2007 • Requires documentation of interventions • Includes new eligibility guidelines for SLD

6. a. Not inappropriate instruction Rdg/Math b. Given appropriate instruction in gen. ed. c. Given by trained personnel d.Progress monitoring minimum once a week e.Progress monitoring to parents every 4 ½ weeks. f. Documented lack of progress g. Pattern of strengths & weaknesses h. Rule out other reasons for lack of achievement i. If all 8 standards met and the results verify meet SLD definition document how SLD impacts performance TN SLD Nine Standards

7. The state now allows either • Discrepancy testing (with additions) • RTI criteria for SLD eligibility (with state approval

8. What does this mean for HCDE? • HCDE • Use the Discrepancy testing for SLD • And, add the data from benchmaking and progress monitoring • RTI eligibility for SLD will begin when • The 3-Tier model is fully implemented • A proposal is submitted and approved by the state.

9. TIER I: Core Classroom Instruction For all students in K through 8 Focus Scientific-based instruction and curriculum Program Grouping Multiple grouping formats to meet student needs Time 60-90 minutes per day or more Assessment Benchmark assessment at beginning, middle, and end of the academic year Instructor General education teacher Setting General education classroom

10. Core Program • 1. Evidenced-based and scientifically proven? • 2. Adequate training? • 3. Being implemented with fidelity? • All components incorporated in instruction? • Carried out the was it was designed? • Enough time allocated? • 4. Correct scope and sequence to meet state standards? • 5. Analyzed weaknesses of the program and use supplemental materials?

11. TIER II: Intervention For students identified with marked difficulties, and who have not responded to Tier I efforts Focus Specialized, scientifically based program Program Grouping Homogeneous small group instruction ( 1:5) 30 minutes per day in small group in addition to of core instruction Time Every 1-2 weeks conduct progress monitoring on target skills to ensure adequate progress and learning Assessment Trained interventionist, classroom teacher or specialized instructor Interventionist Setting Appropriate setting inside or outside the classroom

12. When should Tier II instruction start? • Tier II instruction must start as soon as possible after students have been identified through benchmark testing. • How do we group students for Tier II? • Tier II instruction is provided in groups of 3-5 students. These groups are organized according to the skills targeted for each student. • When do students exit Tier II? • As a general guideline, students are ready to exit Tier II instruction when they have reached benchmarks on the targeted skill.

13. What should Tier II instruction look like? • Tier II instruction should: • Be systematic and explicit (instruction with modeling multiple examples and feedback to students) • Be paced to match each student’s skill level • Provide students with multiple opportunities to participate and respond • Provide students with corrective feedback Tier II is coordinated with the general education classroom so that Tier II instruction can be used to preteach and review skills.

14. What should Tier II instruction look like? • Tier II should include: • Daily small group instruction in addition to whole-class instruction (30 minutes) • Direct and systematic instruction in core skills that the student needs • Progress monitoring

15. TIER III: Intensive Intervention For students who have not responded adequately to Tier I and Tier II efforts Focus Individualized and responsive intervention Program Grouping Homogeneous small group instruction (1:3) 60 minutes per day in small group in addition to core instruction. Weekly progress monitoring on target skills to ensure adequate progress and learning Time Assessment Trained interventionist, Specialized instructor or Special Education Teacher Interventionist Appropriate setting outside the classroom designated by the school Setting

16. Why use the Three Tier Model? • The Three Tier Model emphasizes: • Early identification of students in need of help • Providing an avenue for interventions for students who do not require special education services, but who consistently fall behind • Serving students who require occasional additional instruction as well as students who require long-term support • Assessing students on an ongoing basis by benchmaking three times per year and progress monitoring every two weeks for students having difficulty • Intervention to prevent or alleviate learning difficulties

17. RTI helps build a bridge between general and special education by offering decision-making tools and opportunities for communication about students’ learning experiences.

18. RTI Requires: • Systematic approach to instruction • Collaboration across classrooms and regular and special education • Explicit goals and expectations • Explicit instruction • Progress monitoring

19. RTI School Committee • An interdisciplinary team that collaborate by: • Reviewing benchmark and progress monitoring data • Engage in decision-making for Tier placements and interventions • Maintain documentation

20. RTI School Committee • Members: • Principal - instructional leadership role • General education facilitator - management tasks • Classroom teacher(s) • Master teacher • Others • Scheduling: • Maximum – weekly • Minimum – 4-5 times a year

21. RTI SLD Evaluation • RTI data is used as part of the evaluation procedures for determining the presence of a specific learning disability • The student does not achieve adequately for the student’s age or to meet state-approved grade level standards when provided with learning experiences and scientifically researched instruction appropriate for the student’s age or state-approved grade level standards

22. RTI SLD Evaluation • To ensure that underachievement in a student suspected of having SLD is not due to lack of instruction, verify that prior to or during the referral process, the student was provided appropriate instruction in general education, delivered by qualified personnel

23. In Summary • RTI offers a robust and technically sound set of methods that enhance student achievement while reducing special education placements • RTI is a viable way to improve access to effective instruction for all students • RTI is not a replacement for all other assessment procedures, but a set of procedures that make educational planning more effective for student improvement

24. http://www.rti4success.org/ • http://www.interventioncentral.org/ • http://www.centeroninstruction.org/index.cfm • http://www.iriscenter.com/ • http://www.fcrr.org/ • http://ies.ed.gov/ncee/wwc/reports/

25. Think Link • Class and Grade Summary Report • Student Report • Proficiency level • Individual students within class • Student performance on each objective • Specific to each objective

26. Think Link • Objective Report • State Curriculum • Code, Standard, Subskill • Color coding indicates overall class Proficiency by item • Item difficulty level

27. Think Link • Progress Monitoring • Probes are available for monthly progress monitoring • Reports from progress monitoring • Benchmark • Student proficiency and growth chart

28. Action Plan Hamilton County Schools Response to Intervention Action Plan Year 2009-10 Principals RTI Facilitator RTI School Committee Teachers