Responsiveness to Instruction

1. Responsiveness to Instruction North Carolina Problem Solving Model Session 1/4

2. RESPONSIVENESS TO INSTRUCTION RTI typically addresses student needs through tiers of increasingly intensive instructional interventions. Whether for early intervening.

3. RTI is a focus on…. … intervention vs. what is wrong with child … solutions rather than problems … addressing the needs of all students … positive outcomes for all students … all educators being responsible for all children

4. RTI is born…….The legislation

5. Where did RTI come from Reauthorization of Individuals with Disabilities Education Act (“IDEA”) – December 2004 • IDEA calls for: • A requirement for the use of scientifically based reading instruction • Evaluation of how well a student responds to intervention • An emphasis on data for decision making • The LEA --not required to use discrepancy –the old way • LD identification- LEA may use a process which determines if a child responds to a scientific, research based intervention

6. NCLB No Child Left Behind of 2001 • NCLB requires that states submit evidence of how they will instruct and assess student reading across the five domains identified by the National Reading Panel (progress monitoring) • NCLB requires at least a three tier prevention model: primary, secondary, tertiary

7. Fundamental Principles of RTI High quality instruction An instructional process FrequentAssessment Progress monitoring Data-based decision making Decisions driven by the data

8. What does it Look Like

9. Why it’s so GREAT !!! early identification research-based interventions progress monitoring multi-tiered utilizes the problem-solving model

10. North Carolina Problem Solving Model

11. In plain English,RTI: addresses the needs of ALL students having difficulty focuses on the solution rather than the problem focuses on the intervention rather than what is wrong with the student

12. Collective Responsibility RTI is a school-wide initiative whereas ALL educators share responsibility for ALL students.

13. Catawba County Schools 8 Non-negotiablesof the RTI/PSM Model • Universal Screening • Multiple Layers of Interventions • Progress Monitoring System • Problem Solving Teams • Aimsweb • Research-Based Interventions • Fidelity • Professional Development

14. Universal Screening • “Well checks” • Three times a year • Standardized

15. (K-2) Tier 1Paperwork Parent Notification

16. (K-2) Tier 1 Paperwork pg. 1

17. (K-2) Tier 1 Paperwork pg. 2

18. (K-2) Tier 1 Paperwork pg. 3

19. Multiple Layers of Intervention • Increasing intensity by: • (a) using more teacher-centered, systematic, and explicit (e.g., scripted) instruction; • (b) conducting it more frequently; • (c) adding to its duration; • (d) creating smaller and more homogenous student groupings; or • (e) relying on instructors with greater expertise.

20. Research-based interventions have many characteristics that include: Used with a large sample size is documented in peer-reviewed literature* a demonstrated correlation between the intervention and student progress recommendations for how to deliver the intervention with fidelity Non-research-based interventions include those that: are theoretically driven but have no supporting data are based on individual teacher experience but have no supporting data have a small sample size (n) have no “track record” in peer-reviewed literature Research Based Interventions

21. Progress Monitoring Curriculum Based Measurement

22. What is it? • Formative assessment • Assess student progress or performance in those areas in which they were identified by universal screening as being at-risk for failure • Guides instruction; data driven • Sensitive to evidence growth in short period of time

23. If student fails to RESPOND • Increase the intensity of the intervention • Change the intervention • Increase the frequency

24. Progress Monitoring Elements • Must be available in alternate forms • Comparable in difficulty and conceptualization, and • Representative of the performance desired at the end of the year

25. What and Why • Frequent • Short • Goal Directed • Instruction link • Skill specific • Very sensitive to change vs. standardized testing

26. How It is Used • CBM is a form of classroom assessment that • 1. Can measure academic competence in reading, spelling, and mathematics; • Improves student achievement . • Tracks academic development • Achievement deficit identified • Progress monitor weekly for “deficient” • Monthly for “emerging” (strategic monitoring)

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28. Formative Evaluation—Is data enough?

29. Formative Evaluation: Is data and a goal enough?

30. Formative Evaluation: Are data, goals & trends enough?

31. Formative Evaluation is Impossible without all data:Goals Make Progress Decisions Easier

32. Improving the Process of Setting Goals for Formative Evaluation Set a few, but important goals. Ensure goals are measurable and linked to validated formative evaluation practices. Base goal setting on logical educational practices.

33. FIDELITY • Standardized Screenings • Instruction and interventions implemented as stated • Tier process implemented equally across the county

34. SSTStudent Success Team K-2 3-6 • Universal Screening • Tier 1 – involves only teacher and parent (do paperwork) • Interventions – at least 4 weeks • Progress monitoring – 1/wk. • Review – could continue at Tier 1, could move to Tier 2 • Tier 2 – involves teacher, parent and another specialist (do paperwork) • Interventions – at least 4 weeks • Progress Monitor – more frequently • Review – could continue at Tier 2, if being successful, could go back to Tier 1, or could move to Tier 3 Student struggling PEP – involves only teacher and parent Interventions – at least 4 weeks Review – could continue interventions, could refer to SST If referred to SST, the PEP is the referral paperwork SST could recommend additional weeks of interventions or could recommend a referral to MDT

35. SSTStudent Success Team con’t • Tier 3 – involves teacher, parent, other specialist and SST • Have pre-parent planning meeting to begin paperwork • Parent conference • Interventions – at least 4 weeks • Progress monitor – even more frequently • Review – could continue at Tier 3, if being successful could go back to Tier 2, or could move to Tier 4 • Tier 4 – involves teacher, parent , other specialist and SST – decision could be made to continue interventions for another 4 weeks or refer to MDT (do paperwork)