Response to Intervention

1. Response to Intervention Grand Rapids Public Schools August 18, 2009

2. Contact information:  Terri Metcalf MiBLSi Regional Coordinator for Kent and Ottawa ISDs tmetcalf@oaisd.org 738-8940 ext 4112 www.cenmi.org/miblsi

3.  What to expect . . . What is �response to intervention� or RtI? History and background RtI and Behavior: Overview of Schoolwide Positive Behavior Support Resources and next steps RtI pretestRtI pretest

4. What is RtI? Background knowledge and importance RtI pretest activityRtI pretest activity

5. What is response to intervention? Response to intervention is . . . Response to intervention is not . . . RtI RTI Three-tier model Problem solving model The Triangle model Special education eligibility Pre-referral model Tier 2 pull-out Just for reading Just for learning disabilities DIBELS

6. RtI is . . . . . .the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. NASDSE, RtI: Policy Considerations and Implementation, 2005 (emphasis added).

7. Core Principles of an RtI Framework We can effectively teach all children. Intervene early. Use a multi-tier model of support. Use a problem-solving method for decision making. Research-based interventions/instruction to the extent available. Monitor student progress to inform instruction. Use data to make decisions. Use assessment for different purposes. NASDSE, RtI: Policy Considerations and Implementation, 2005 Tie into POL handout from LukeTie into POL handout from Luke

8. How does this tie into POL?

9. Why change, why now? Research Legislation

10. Research

11. Converging evidence shows that most children can be taught to read at grade level 201 randomly selected children from five elementary schools serving children from mixed SES and ethnic backgrounds were followed from the beginning of first grade to the end of fourth grade. Children who scored low on phonemic awareness and letter knowledge at the beginning of first grade Started with lower skills Made less progress Fell further and further below grade level as they progressed from first through fourth grade. One example of the difference that data can make involves five elementary schools in a study that combined screening for children at risk with substantial intervention support to change the direction of children headed for reading failure. In this longitudinal study, 201 randomly selected children from five elementary schools serving children from mixed SES and ethnic backgrounds (28% free and reduced lunch) were followed from the beginning of first grade through the end of fourth grade. (Torgesen�s in Florida) For kindergarten, screening focused on phonemic awareness, the key accountability assessment outcome. First, the researchers followed the children identified as at risk to see if the prediction of risk was accurate. One example of the difference that data can make involves five elementary schools in a study that combined screening for children at risk with substantial intervention support to change the direction of children headed for reading failure. In this longitudinal study, 201 randomly selected children from five elementary schools serving children from mixed SES and ethnic backgrounds (28% free and reduced lunch) were followed from the beginning of first grade through the end of fourth grade. (Torgesen�s in Florida) For kindergarten, screening focused on phonemic awareness, the key accountability assessment outcome. First, the researchers followed the children identified as at risk to see if the prediction of risk was accurate.

12. Early Screening Identified Children At Risk This graph demonstrates the power of screening assessment to predict reading outcomes through the end of fourth grade. Reading outcomes were measured at the end of each year in the five schools described. The outcome score is a combination of word reading accuracy and passage reading comprehension. �The children were administered measures of phonemic awareness and letter knowledge at the beginning of first grade, and divided into two groups: High-Risk, and Low Risk. The line in red shows the progress of children who began first grade performing in the bottom 15% in phonemic awareness and letter knowledge. At the end of fourth grade, these children were reading at an average level of mid second grade. In contrast, children who began first grade with higher levels of phonemic awareness and letter knowledge and roughly equivalent levels of overall ability, finished fourth grade reading at a beginning fifth grade level. Note that phonemic awareness does not correlate very highly with general intellectual ability in the beginning of first grade. THE TRAJECTORY OF PROGRESS (OR LACK THEREOF) IS ESTABLISHED VERY EARLY. CHILDREN DO NOT OUTGROW READING PROBLEMS.This graph demonstrates the power of screening assessment to predict reading outcomes through the end of fourth grade. Reading outcomes were measured at the end of each year in the five schools described. The outcome score is a combination of word reading accuracy and passage reading comprehension. �The children were administered measures of phonemic awareness and letter knowledge at the beginning of first grade, and divided into two groups: High-Risk, and Low Risk. The line in red shows the progress of children who began first grade performing in the bottom 15% in phonemic awareness and letter knowledge. At the end of fourth grade, these children were reading at an average level of mid second grade. In contrast, children who began first grade with higher levels of phonemic awareness and letter knowledge and roughly equivalent levels of overall ability, finished fourth grade reading at a beginning fifth grade level. Note that phonemic awareness does not correlate very highly with general intellectual ability in the beginning of first grade. THE TRAJECTORY OF PROGRESS (OR LACK THEREOF) IS ESTABLISHED VERY EARLY. CHILDREN DO NOT OUTGROW READING PROBLEMS.

13. Instruction is What Matters! Four years later, the researchers went back to the same school. Two major changes were implemented: First, a research-based comprehensive reading program was implemented for all students, and Second, children at risk for reading difficulty were randomly assigned to a control group(no special intervention) or to a group receiving substantial instructional intervention. The four years illustrated on the previous graph were a passive observation study. The researchers identified the children at risk, but then did not provide any systematic change in instruction beyond the current practices of the school. The investigators who conducted this second study were able to go back to the same schools about four years later, after many of the schools had switched to a more research-based, comprehensive reading program in grades K through 3. The research-based comprehensive reading program was implemented for the entire school, including the children identified as �at risk� on the same screening assessment. The four years illustrated on the previous graph were a passive observation study. The researchers identified the children at risk, but then did not provide any systematic change in instruction beyond the current practices of the school. The investigators who conducted this second study were able to go back to the same schools about four years later, after many of the schools had switched to a more research-based, comprehensive reading program in grades K through 3. The research-based comprehensive reading program was implemented for the entire school, including the children identified as �at risk� on the same screening assessment.

14. Four years Children from the bottom 15% in phonemic awareness and letter knowledge were randomly assigned to either a control group, or a group that received more intensive reading instruction in first and second grade. The dotted red line shows the progress of the children who did not receive extra instructional intervention, and you can see that improved classroom instruction produced slightly better outcomes for them than in the earlier study in the same schools. However, the children who were identified by the screening tests and received substantial instructional intervention did almost as well as average children by the end of fourth grade. Improved classroom instruction will help our most at-risk children learn to read better, but most will require more intensive interventions if we expect them to read at grade level by the end of fourth grade. Children from the bottom 15% in phonemic awareness and letter knowledge were randomly assigned to either a control group, or a group that received more intensive reading instruction in first and second grade. The dotted red line shows the progress of the children who did not receive extra instructional intervention, and you can see that improved classroom instruction produced slightly better outcomes for them than in the earlier study in the same schools. However, the children who were identified by the screening tests and received substantial instructional intervention did almost as well as average children by the end of fourth grade. Improved classroom instruction will help our most at-risk children learn to read better, but most will require more intensive interventions if we expect them to read at grade level by the end of fourth grade.

15. Legislation

16. Legislation Reauthorization of Individuals with Disabilities Act (IDEA) Became effective October 13, 2006 Incorporated new requirements for identifying students with learning disabilities Allow districts to consider a child�s �response to scientific, research-based intervention� as part of evaluation process �300.309(a)(2)(i) Shortened to response to intervention or RtI House and Senate committee reports were concerned with severe discrepancy models; wanted to more accurately distinguish between students who truly have LD from those who learning difficulties could be resolved with more �specific, scientifically based, general education interventions� President�s Commission on Excellence in Special Education report also recommended RtI Expect to see RtI surface in NCLB reauthorization House and Senate committee reports were concerned with severe discrepancy models; wanted to more accurately distinguish between students who truly have LD from those who learning difficulties could be resolved with more �specific, scientifically based, general education interventions� President�s Commission on Excellence in Special Education report also recommended RtI Expect to see RtI surface in NCLB reauthorization

17. RtI is a Well-Child Program for Education Health Care Infant screenings Annual check-ups Comparison to developmental standards Immunizations Use of research-based standard protocol treatments for common problems Hypothesis testing as part of evaluation Referral for specialist care if needed Education Standardized screening Three yearly �check-ups� Comparison to local and national benchmarks Use of research-based instruction for general education instruction Hypothesis testing as part of curriculum and assessment practices Referral to special education only if progress in other instruction is not made

18. Where did this come from??? We have been using components of RtI for a long time: e.g. progress monitoring measures, differentiated instruction, etc. Flipping systems from �everyone is assumed to be ok until they aren�t� to screening and intervening right away

19. Multi-Tiered Support Implementing a school wide model for student success can be conceptualized using this multi-tiered framework across the behavior or reading domain. Recent research suggests that a research based core instructional program, if implemented well, should be effective for about 80% of all students in the building. This is the first tier of intervention referred to as universal intervention, because it includes all students. The best universal intervention will address the needs of most, but not all. Some students will need additional support and practice. The second tier of intervention is referred to as targeted intervention and is usually appropriate for a smaller portion of students with some risk. The goal of this intervention is to reduce or eliminate this risk. Usually this tier of intervention is short term, maybe 10-20 weeks, and it focuses on specific skills. The third tier of intervention is referred to as intensive intervention. Like the medical model, these students have an immediate and intense need. The intervention is highly specific, requires frequent monitoring and is individualized. Students with this level of need may require several months or years of intervention. Implementing a school wide model for student success can be conceptualized using this multi-tiered framework across the behavior or reading domain. Recent research suggests that a research based core instructional program, if implemented well, should be effective for about 80% of all students in the building. This is the first tier of intervention referred to as universal intervention, because it includes all students. The best universal intervention will address the needs of most, but not all. Some students will need additional support and practice. The second tier of intervention is referred to as targeted intervention and is usually appropriate for a smaller portion of students with some risk. The goal of this intervention is to reduce or eliminate this risk. Usually this tier of intervention is short term, maybe 10-20 weeks, and it focuses on specific skills. The third tier of intervention is referred to as intensive intervention. Like the medical model, these students have an immediate and intense need. The intervention is highly specific, requires frequent monitoring and is individualized. Students with this level of need may require several months or years of intervention.

20. What has been the national impact of RtI and schools? 32% of districts expect full implementation of RtI by 2010 47% of districts have a �defined RtI process� � 53% do not 71% of districts report that implementation is led by general education or a joint general ed/special ed effort 84% of districts report implementation for reading, 53% for math and 44% for behavior CASE Survey, 2008

21. ELEVATOR TEST: What is RtI? Write a brief (30-60 second) description of RtI Share with a partner

22. What about behavior?

23. Relationship between behavior and reading Children of the Code: A Social Education Project http://www.childrenofthecode.org/

24. Big Ideas to Improve Behavior Specify appropriate behavior Teach appropriate behavior Monitor behavior Encourage appropriate behavior Correct inappropriate behavior Use data to problem solve So, what does it look like for a school building who chooses to participate with MiBLSi? In the area of behavior, the big ideas are based on the work from the national center for behavior interventions and supports. These ideas connect to building practices. First, school staffs decide on 3-5 positively stated rules, and then objectively define what those rules look like across schools settings. Next, the appropriate behavior is taught explicitly in each setting, and it is monitored by all staff. Appropriate behavior is encouraged through additional teaching when necessary and a system of positive acknowledgement for students. Finally, staffs develop a continuum of responses for correcting inappropriate behavior. They collect ongoing information regarding their level of implementation and impact on student behavior. So, what does it look like for a school building who chooses to participate with MiBLSi? In the area of behavior, the big ideas are based on the work from the national center for behavior interventions and supports. These ideas connect to building practices. First, school staffs decide on 3-5 positively stated rules, and then objectively define what those rules look like across schools settings. Next, the appropriate behavior is taught explicitly in each setting, and it is monitored by all staff. Appropriate behavior is encouraged through additional teaching when necessary and a system of positive acknowledgement for students. Finally, staffs develop a continuum of responses for correcting inappropriate behavior. They collect ongoing information regarding their level of implementation and impact on student behavior.

25. Big Ideas� People need to know what is expected of them Identify small number of expectations that are comprehensive that reflect the school�s values Make the expectations observable Identifying Behavior Expectations

27. Defining Behavior Expectations Behavior expectations must be defined in each setting Definitions should be positively stated Definitions should be observable Use simple, concrete language NEVER assume that the students will �understand what we mean�

28. You should know what the behavior expectations are within 60 seconds of entering the school Beach is in Fruitport Holland Heights is in Holland Sandy Hill is in Jenison Pentwater is in Pentwater (PTO purchased the banners)You should know what the behavior expectations are within 60 seconds of entering the school Beach is in Fruitport Holland Heights is in Holland Sandy Hill is in Jenison Pentwater is in Pentwater (PTO purchased the banners)

29. Transform broad school-wide Expectations into specific, observable behaviors. Note that there is only one example in each cell of the matrix. For your purposes you would want multiple examples in each cell.Note that there is only one example in each cell of the matrix. For your purposes you would want multiple examples in each cell.

30. Big Ideas� Learning what to do socially is just like learning what to do academically Proactively teach pro-social behaviors Create opportunities for reviewing expectations throughout school year Teaching Behavior Expectations

31. Process for Teaching Behavioral Expectations Define the Expectation Provide a Rationale Teach the Critical Discrimination Demonstrate Appropriate Behavior Demonstrate Unacceptable Behavior Practice telling the difference with multiple examples If there is a �signal� teach the signal (when should the appropriate behavior occur?) Have everyone practice the appropriate behavior Acknowledge students for demonstrating appropriate behavior

32. Teaching Behavior Expectations in Hallway:East Elementary

33. Build Reward Systems Systems for Acknowledging Appropriate Behavior. Students should be acknowledged regularly (at least every 2 weeks) 5 to 1 ratio of positive to negative Always build toward independence move from �other� delivered to self-delivered move from frequent reward to infrequent move from concrete to natural Build on person-to-person relationships

34. Many schools use a ticket system

35. Effective Discipline System Use negative consequences to: Minimize natural rewards for problem behavior Prevent escalating interactions Allow instruction to continue Build predictable, consistent negative consequences Do not expect negative consequences alone to change behavior.

36. Big Ideas� Data should be easy to collect and use Evaluate and regularly act on student behavior outcome data Regularly collect process data and use this to guide and improve implementation efforts Data Tools

37. The School-Wide Information System Web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions. Provides school personnel with accurate, timely and practical information for making decisions about discipline systems

38. Example from Mulick Park

39. Teaching Tolerance article Article on school using Positive Behavior Support model

40. RtI Resources and next steps How can I find additional information on the components of RtI?

41. Additional Resources MiBLSi (Michigan�s Integrated Behavior and Learning Support Initiative) Webpage: www.cenmi.org/miblsi OAISD Early Intervention Webpage: www.oaisd.org/earlyintervention RtI resources page Links to additional websites on RtI; screening and progress monitoring assessments; intervention ideas and lesson plans 

42. Helpful websites The RtI Action Network www.rtinetwork.org National Center on Response to Intervention (RTI) www.rti4success.org Schoolwide Positive Behavior Support www.pbis.org