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Response to Intervention (RTI): What is it and Why is it Important?

Response to Intervention (RTI): What is it and Why is it Important?. Yuri Kashima School Psychology Doctoral Student Indiana University kashimay@indiana.edu. Outline of Today’s Talk. What is RTI? Why is it Important? How is RTI different (or the same) from what’s been done in schools?

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Response to Intervention (RTI): What is it and Why is it Important?

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  1. Response to Intervention(RTI):What is it and Why is it Important? Yuri Kashima School Psychology Doctoral Student Indiana University kashimay@indiana.edu

  2. Outline of Today’s Talk • What is RTI? • Why is it Important? • How is RTI different (or the same) from what’s been done in schools? • School Counselors’ Roles in RTI • Let’s see what RTI looks like! • The “Triangle” • Videos • Academic • Behavioral • Discussion on RTI

  3. Some Facts: • By the 4th grade, 2 hours of specialized daily instruction is required to make the same gain that would have resulted from only 30 minutes of daily instruction if begun when the child was in Kindergarten. National Institute of Health, 1999

  4. Some Facts: Evidence shows that children who do not read by third grade often fail to catch up and are more likely to drop out of school, use drugs, or go to prison.  So many nonreaders wind up in jail that Arizona officials have found they can use the rate of illiteracy to help calculate future prison needs. Stephen D. Krashen

  5. Some Facts: • Students drop out of school for variety of reasons, but low reading scores are a major predictor. Students in the bottom quartile of achievement (that’s 6 million in the nation) are 20 times more likely to drop out of school than those in the top quartile. • Approximately 1.2 million students who enter ninth grade each year fail to graduate from high school with their peers four years later. That's 7,000 students lost each school day. Alliance for Excellent Education

  6. So… What can we do? • Provide students a solid curriculum in core areas such as reading and math • Provide students with differentiated instruction (not one size fits most) • Target students who are struggling to read-- early on • Use research-backed interventions to assist students who need additional supports

  7. What is RTI? • “Data-drivensystemic method for identifying and responding to the needs of students who demonstrate academic and behavioral difficulties” (Brown-Chidsey & Steege, 2005). • Let’s break it down…

  8. What is RTI? (cont.) • Data-driven • Systemic • Identifying and responding to students’ academic and behavioral needs

  9. What is RTI? (cont.) Purpose: • Look at academic and behavioral needs through a preventative lens/approach • Uses universal prevention • Uses data-based intervention strategies Martinez, Nellis, & Prendergast, 2006

  10. Why is it Important? RTI… • Targets over-identification of minority students in special education = Addresses Disproportionality issues in Special Education Hosp, 2008

  11. Why is it Important? (cont.) • RTI is a school-wide approach that is applicable to everyone • Not just for struggling students • Not just for high-achieving students • Not just for non-English Language Learners

  12. How is RTI Different? No longer the “wait to fail” approach to education Old Approach • Kids were ‘tested’ to see if they qualify for Special Ed. services without strong curriculum-based data– discrepancy model New Approach • No more discrepancy model for Special Ed. Placement • Screening for academic difficulties using curriculum-based assessments

  13. How is it Different? (cont.) • How did students qualify for special education in the past? • Discrepancy model: Difference between IQ score and Achievement score • Some ambiguous cut-score (differs by state), then qualify for services • This is problematic and inaccurate… Martinez, Nellis, & Prendergast, 2006

  14. How is RTI Different? (cont.) • How do students qualify for special education currently? • IDEA (Special Education laws– Individuals with Disabilities Education Act) reauthorization in 2006 says local education agencies can use a student’s response to scientific, research-based interventions to determine eligibility, instead of the discrepancy model! • This is RTI!

  15. RTI: Key Players on the RTI Team • Principal • Assistant Principal • Teachers– General, Special Ed., Specialists • Parents/guardians • SLP • Occupational Therapist • School Counselor • School Psychologist • Interventionist • School Social Worker • Student International Reading Association, 2006

  16. School Counselors’ Roles in RTI • Provide individual and group counseling • Offer large-group guidance • Provide consultation • Advocate for students • Promote systemic change • Are involved in developing and evaluating prevention programs in the school setting This is a PERFECT fit for RTI! American School Counselor Association, 2005

  17. School Counselors’ Roles in RTI (cont.) American School Counselor Association Position Statement (ASCA, 2008) • School counselors as stakeholders in the development and implementation of the RTI process. • Implementation of a data-driven, comprehensive school counseling program designed to improve student achievement and behavior.

  18. School Counselors’ Roles in RTI (cont.) • Provide all students with a standards-based guidance curriculum to address universal academic, career and personal/social development • Identify struggling students by analyzing academic/behavioral data • Collaborate on RTI design, implementation, and research-based intervention strategies that are implemented by school staff • Evaluate academic/behavioral progress, revise as-necessary (progress monitor) • Advocate for equitable education for all students

  19. The “Triangle” Often described as a tiered intervention approach: Adapted from OSEP Center on Positive Behavioral Interventions & Supports

  20. Three-Tiered Model Tier 1 • A good core curriculum • Approx. 80% of all students’ needs are met via Tier 1 intervention • To make sure this is true, universal screening of all students needs to be done a few times every school year (Benchmark data using Curriculum Based Measurements)

  21. Three-Tiered Model (cont.) Tier 2 • Of the remaining 20% of students not ‘reached’ by Tier 1 intervention (students who are not ‘responding to Tier 1 interventions’), approx. 15% will respond with Tier 2 interventions • More specialized/targeted • Small group • Frequent progress monitoring (CBM’s)

  22. Three-Tiered Model (cont.) Tier 3 • The remaining 5% of students who do not respond to Tier 1 or Tier 2 interventions receive Tier 3 support • Even more specified/individualized • One-on-one • Even more frequent progress monitoring (CBM’s)

  23. Video Time! (Part 1) http://www.youtube.com/watch?v=a2-DXXoenAg

  24. Video Time! (Part 2) http://www.youtube.com/watch?v=40mYbGuVR70&feature=related Now an example: http://www.pbis.org/swpbs_videos/alcott_mid.aspx

  25. RTI Discussion

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