Response to Intervention (RtI)

1. Response to Intervention (RtI) Keeneyville District 20 January 16, 2009 Marjorie Cave & Lenore Johnson DuPage Regional Office of Education RESPRO Services

2. Session Objectives Participants will: • Understand the what and why of RtI • Connect current practices to RtI process • Have tools and resources to support continuing conversations at the building level • Be clear on next steps

3. ACTIVITY Turn to a neighbor a share one thing you know and one question you have about Response to Intervention (RtI).

4. Defining Response to Intervention (RtI)

5. RESPONSE to INTERVENTION is… • RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions. (NASDSE, 2005) • Problem-solving is the process that is used to develop effective instruction/interventions. • Response to Instruction (responsive teaching)

6. RtI: Good “IDEA” Policy Approach for redesigning and establishing teaching and learning environments that are effective, efficient, relevant and durable for allstudents, families and educators • NOT a program, curriculum, strategy, intervention • NOT limited to special education • NOT new

7. What is Response to Intervention? Response to Intervention (RtI) consists of Three Essential Components: • Providing high quality, evidence-based instruction/intervention matched to student needs • Using data regarding learning rate over time and level of performance • Making educational decisions based upon student’s response to instruction/intervention

8. Why Use RtI? • RtI enables educators to target instructional interventions in response to children’s specific areas of need as soon as those needs become apparent • Before, the education system waited for a student to fail before attempting more intensive instructional interventions • Current research demonstrates that early intervention is crucial to a student’s success

9. Why Else Should We Use RtI? • RtI allows special and general educators to collaborate in order to educate all students • RtI creates an educational system that focuses on success for all learners • RtI identifies struggling learners early • RtI requires data-driven educational decision-making for all learners

10. Basic Elements of RtI – A Primer

11. No child should be left behind It is OK to provide differentiated service across students ‘Academic Engaged Time’ must be considered first Student performance is influenced most by the quality of the instruction and interventions we deliver and how well we deliver them -- not on preconceived notions about child characteristics Decisions are best made with data Our expectations for student performance should be dependent on a student’s response to instruction and intervention, not on the basis of a “score” that “predicts” what they are “capable” of doing. Consensus: Essential Beliefs

12. Core Principles of RtI Educators will: • Design a quality core curriculum • Identify learning targets based on the core • Intervene early • Use a problem-solving method • Use a multi-tier model of instruction • Use scientific, evidence-based interventions/instruction • Monitor student progress to inform instruction • Use data to make decisions • Use assessments for screening, diagnostics and progress monitoring • Effectively teach all children

13. Common Elements in RtI • Problem-Solving Model – The Circle • Multi-Tier Model – The Dual-Sided Pyramid

14. Define the Problem Defining Problem/Directly Measuring Behavior Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Evaluate Ws It Effective? Implement Plan Implement As Intended Progress Monitor Modify as Necessary Problem Solving Process

15. Problem Solving including RtI Problem Solving Model incorporates for and with Data-Based Decision Making & uses 3-Tier Model Scientifically-Based Interventions Scientifically-Based Data Systems What is Problem-Solving?

16. Problem-Solving/Response to Intervention – Key Issues: • Effective Core Instruction is the basis for this model. • The model cannot “fix” core instruction issues through student removal • Academic Engaged Time (AET) is the treatment “dosage” for this model • Cannot do “more” in “same” time frame • The “unit of analysis” is the school building, not the district • Role of the building principal is critical to the success of the model

17. Problem-Solving/Response to Intervention – Key Issues: • Supplemental instruction is best delivered through “standard protocols” of intervention to groups of students with common needs • Data drive decisions - RATE is the key • Severity versus Intensity • Time is our ally and our enemy - Early intervention • Its all about the rate of student progress in the amount of time remaining • Data collection WITHOUT intervention integrity is useless • Staff, resources and time must match the demand

18. The Link Between RtI, Problem-Solving and Specific Learning Disabilities (SLD) • RtI is the problem-solving method for identifying a student’s strengths and weaknesses both academically and behaviorally • RtI matches instructional resources to educational needs • RtI provides the historical data needed to determine what the school needs to do to ensure a student’s success in the general education curriculum

19. Building Level Intervention Team Problem-Solving Actions • Promote collaboration in the decision-making process • Analyze building and classroom level data • Collaboratively develop individual intervention plans for struggling learners • Assist teachers in selecting evidence-based interventions • Support teachers in implementing interventions with integrity

20. Academic Systems Behavioral Systems Tier 2 Some students (at-risk) High efficiency Rapid response Tier 1 All students Preventive, proactive Tier 1 All settings, all students Preventive, proactive Multi-Tier Model Tier 3 Individual Students/Very Small Group Assessment-based High Intensity Tier 3 Individual Students/ Very Small Group Assessment-based Intense, durable procedures Tier 2 Some students (at-risk) High efficiency Rapid response Illinois Learning Standards Illinois Social Emotional Learning Standards

21. What Does RtI Look Like? • Tier 1: Core curriculum meets the needs of 80%* or more of the students • Tier 2: 20%* of the students may be identified as at-risk and require supplemental instruction and/or intervention in addition to the core curriculum • Tier 3: 5%* of those students may be identified as needing more intensive, small group or individual interventions to supplement the core curriculum *Percentages will vary by district/school

22. Tier 1 Core Instruction All Students Receive: • District curriculum that is evidenced-based and aligned to Illinois Learning Standards • Curriculum-based measures and assessments for screening, diagnostic and continuous progress monitoring • Differentiated instruction designed to meet the broad range of their needs

23. Tier 1 Core Instruction – Share Practices Tier 1 Instructional Practices: • Differentiated Instruction • Scaffolding Instruction • Providing models • Using student assessments to design instruction • Providing descriptive feedback to student related to a learning target • Guided Reading • Cooperative Learning • Flexible Grouping

24. “Universal Interventions” • Core instructional programs • Reading curriculum • Mathematics Curriculum • Student progression requirements/benchmarks • Core behavioral programs • School-based discipline policies • Core home/community programs • Attendance program • Wellness curricula

25. Tier 2 Intervention Some Students Receive: • Core curriculum in the large group • Individualized Intervention Plan • Supplemental interventions in the small group inside the general education classroom or outside of the general education classroom • Interventions targeted to remediate a specific skill • Interventions implemented with integrity (e.g., number of minutes/day and per week, materials used, progress monitoring and implementer) tied to an individualized intervention plan

26. Tier 2 Interventions – Share Practices Tier 2 Instructional Interventions: • Small group instruction • In classroom or out of classroom extra time • Individual teacher-student meeting • Co-teaching or co-planning with support personnel or grade level meet individual student needs • Buddy Reading • Community Member support - volunteers • Morning meetings, Lunch study group • After school support

27. “Supplemental Interventions” • Increased time and focus in academic instruction (differentiated instruction) • Classroom-based behavioral interventions • Building-based interventions for issues such as attendance • Activate existing peer support programs, mediation

28. Tier 3 Intervention – Share practices Very Few Students Receive: • Individualized Intervention Plan • Integrated instruction from all three tiers to strengthen the accumulated impact of the interventions and instruction • Interventions delivered to very small groups of 2-3 students or individual students • Interventions focused on narrowly defined skill areas identified from the results of frequent progress monitoring • Interventions implemented with integrity (e.g., number of minutes/day and per week, materials used, progress monitoring and implementer) tied to an individualized intervention plan

29. Tier 3 Intervention Very Few Students Receive: • Individualized Intervention Plan • Title I reading / math support • Interventions delivered to very small groups of 2-3 students or individual students • Increased time on the intervention • IEP driven support

30. “Intensive Interventions” • Specialized academic interventions • Intensive acceleration classrooms • 180+ minutes of instruction • Social skills training, anger control training, parent education groups • Behavior intervention plans • Alternative education programs

31. Assessment Sample – Grade 3

32. Time Curricular Breadth Example of Tier Level Interventions Reading Tier I Tier 3 Tier 2 90 120 180 Curricular Focus 5 areas Less than 5 2 or less Core + Supplemental + Intensive Core + Supplemental Core Frequency of Progress Monitoring Yearly or greater Monthly or greater Weekly

34. Tier I Field Testing Spring 2007 Programs - Available at all buildings Programs – Available at limited buildings *Strategic Reading Plus - a subclass of Strategic Reading in which students are struggling with decoding issues Programs – Supported Ed Initiative Programs

35. Tier 2

36. Tier 3

37. K-12 Reading Intervention Sample

38. K-12 Reading Intervention Sample

39. K-12 Reading Intervention Sample

40. RtI – Legislation, Rules and State Plans

41. Illinois and Response to Intervention (RtI) – Background • IDEA Regulations effective October 13, 2006 • Illinois Part 226.130 Rules adopted June 28, 2007

42. IDEA Regulations- October 13, 2006 The State • must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability • must permit the use of a process based on the child’s response to scientific, research-based intervention

43. IDEA Regulations- October 13, 2006 • The Team • must document how the child responds to scientific, evidence-based interventions • must document that the child does not achieve adequately or make sufficient progress in state-approved grade-level standards • must consider data that demonstrates appropriate instruction delivered by qualified personnel and documentation of repeated assessments of achievement at reasonable intervals

44. Illinois Part 226.130 Rules Require: • use of a process that determines how the child responds to scientific, evidence-based interventions as part of the evaluation procedure described in 34 CFR 300.309 • development and distribution of a State RtI Plan by January 1, 2008 by the State Superintendent in collaboration with professional organizations outlining the professional development that is necessary and other activities and resources that are essential for implementation

45. Illinois Part 226.130 Rules Require: • Illinois districts to complete a plan for transition to the use of a process that determines how the child responds to scientific, research-based intervention as part of the evaluation procedure by January 1, 2009 • Illinois districts to implement RtI as part of their evaluation procedure for making SLD determinations by the 2010-2011 academic year

46. Plan Components • Introduction/belief statements for RtI • Definition of RtI and Problem Solving • Link between RtI and specific learning disability eligibility determination • Process for Implementation • Implementation Timelines • Funding Considerations • ISBE Evaluation Plan • Supporting Resources

47. Three Phases of RtI • Consensus Building (Commitment) • Infrastructure Development • Implementation CONSENSUS INFRASTRUCTURE IMPLEMENTATION

48. RtI System: Seven Areas of Implementation Consensus Building and Collaboration Standards-Based Curriculum & Research-Based Instruction Research-Based Assessment Practices Student Intervention/Problem Solving Team Process Intervention Strategy Identification Resources Allocation Ongoing Professional Development for Effective RtI

49. Questions to Ask Yourself • What does the research say? • What might be the unintended consequences? Are there any? • How do we know if our Tier I curriculum is rigorous? Does it meet standards? • Are achievement targets clear in the Universal Curriculum? • What are our options for assessment? What do we already have? • Do we need to change our current assessment tools? • How often is often enough to assess? Too often? • Does RtI look different at different levels? • How can we maintain our local control and provide greater flexibility? • How do we keep regular education in the lead? • In our school is it “Response to Intervention” or “Response to Instruction”? Is there a difference?

50. Important Points about Data • The purpose of this analysis is understanding • Important to establish – We all own all of the data • Do NOT use these data in an evaluative way with individual staff or groups of staff as you set off on this journey • This is to establish the need and motivation to make a difference