RtI A Multi-Tiered Model for Success

1. RtIA Multi-Tiered Modelfor Success Vermillion, Fall 2008 Pat Hubert & Pat Bruinsma ESA 2

2. POP!! Prior Knowledge Quiz Raise your hand if….. • You know what RtI stands for • You have heard someone, (a prof., a peer, an administrator etc.) talk about RtI • You have participated in a course or PD opportunity about RtI • You have a general understanding of the Special Education Referral System • The building you will be working in has/plans to implement RtI/PBIS

3. Resource Check • State handbook on RtI • Presentations from experts • Tons of great websites! • Check out-able resources

4. Objectives • Basic understanding of RtI • How RtI differs from the typical SPED referral model • The roles responsibilities in a framework of RtI • Basic understanding of progress monitoring process within this model

5. Response to Instruction and Intervention When you hear RtI, think • Tiers of instruction, intervention • Using data for all decisions • Improving outcomes and changing trajectories • Intensifying supports based on data

6. RtIResponse to Interventions“Targeted instruction to expertly match each student’s needs.”

7. Four Organizing Principles • Schools, not just programs -- Prevention and early intervention must be anchored to the school culture • Earlier rather than later -- Prevention and early intervention are more effective/efficient than later intervention & remediation • Evidence, not opinion - data based on trustworthy scientific evidence. • Each and All-- To teach all children, we must teach each child.

8. Key concepts: • Structure including 3 tiers of support • Problem-solving model • Scientifically-based data system (progress monitoring) • Scientifically-based interventions

9. Key 1: Structure of RtI

10. Key 2: Problem Solving Model A collaborative model that utilizes a scientific approach to identify student needs, set measurable goals, plan and monitor scientifically based interventions and provide a context for data-based decision making. (www.fsds.org/index.html)

11. Problem Solving Model Problem Identification What is the problem? Problem Analysis Why is it happening? Progress Monitoring Did it work? Intervention Planning What should be done about it? Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc.

12. Old System vs. Problem Solving

13. Without Three Tier Problem Solving Special Education Sea of Ineligibility Wait to Fail…. General Education

14. Severity of Educational Need or Problem Tier Three – Individualized Help Amount of Resources Needed To Benefit Tier Two/General + The Problem Solving Heuristic SPED Referral Tier One/General Education

15. Daisy participates in the Universal/general curriculum RtI Team reviews screening data and places Daisy in group intervention Screening assessment Daisy isn’t doing well Progress monitoring Daisy doesn’t improve Daisy improves RtI Team designs individual intervention Resumes general program Daisy may recycle Daisy improves Daisy doesn’t improve Improvement is good and other factors are suspected as cause Intervention is intense and LD is suspected Special Education referral is initiated

16. Key 3: Progress Monitoring Scientifically-Based Data Tools www.studentprogress.org

17. Collecting the Data:DIBELS or AIMSweb

18. What does data collection LOOK like?

19. Tier 1 Benchmark – Student ReportFall Benchmark Scores • IdentifyAt-Risk Students Early

20. Tier 1 Benchmark – Student ReportWinter Benchmark Scores • Benchmark Report Can Confirm Significant Improvements Have Been Made, Such as Response to Intervention (RTI)

21. Tier 1 Benchmark – Student ReportSpring Benchmark Scores • Data to Know that Changes Made a Difference

22. Key 4: Scientifically Based Interventions…. The menu of research-based, effective interventions is growing • Multiple resources are available to guide selection: • What Works Clearinghouse • Florida Center on Reading Research • Best Evidence Encyclopedia (You don’t have to rely on a publisher’s report.)

23. Great Tools! Florida Center for Reading Research: www.fcrr.org Consortium on Reading Excellence (CORE): www.corelearn.com Oregon Reading First Center: reading.uoregon.edu rtinetwork.org/middle-school

24. What Works Clearinghouse http://ies.ed.gov/ncee/wwc/

25. Academic Tier 1: Universal Instruction/Screening for All Students K-3 • Purpose: Maximize learning for all students and minimize the number of students in need of intervention; screen all students for early ID (temperature taking) • What: • Universal strong curriculum – allowing 80-90% to meet performance indicators • Differentiated Instruction, Marzano’s Instructional Strategies, Classroom Instruction that Works etc. • Use of progress monitoring data • Screening all students to identify those in need of intervention (Fall, Winter, and Spring) • Formative evaluation to drive instruction • Instructional approaches can prevent a high percentage of students’ presenting academic and behavioral difficulties • Dibels, DRA, other CBM that are researched based

26. First Grade (Screening) Data

27. Student Progress Monitoring Data

28. Gathering Data Continously

29. Tier 2 - Targeted You’ve Screened…now what? One reading program is not likely to meet the needs of all students. Therefore, it is necessary to provide supplemental, or secondary, programs to address the reading skills of students who are not making adequate progress in their core reading instruction. The purpose of secondary intervention is to prevent these students from a continued lack of progress and a need for more intensive intervention. • Questions: • Do these students require additional time for direct instruction? • Does the focus of the curriculum need to be narrowed? • Assessment: • DIBELS, CBM, district assessments • Monitor weekly or bi-monthly • Interventions: • Standardized Supplemental Instruction (maybe Title I) • Narrow focus to critical skills – intensive, structured, explicit • Increase Academic Engaged Time (90-120) for sufficient number of weeks (10-30)

30. Tier 2: What is a “Good” Response to Intervention? • Good Response • Gap is closing • Can extrapolate point at which target student will “come in range” of peers--even if this is long range • Questionable Response • Rate at which gap is widening slows considerably, but gap is still widening • Gap stops widening but closure does not occur • Insufficient Response • Gap continues to widen with no change in rate. • Then what…?

31. What does it LOOK like?

32. TIER 2 Strategic/Supplemental Reading Programs* Early (Soar to) Success (Houghton Mifflin) Read Well (Sopris West) Reading Mastery (SRA) Early Reading Intervention (Scott Foresman) Great Leaps (Diamuid, Inc.) REWARDS (Sopris West) Ladders to Literacy (Brookes) Read Naturally Peer Assisted Learning Strategies (PALS) ~5% ~15% *Reviewed by: Oregon Reading First Review of Comprehensive Reading Programs http://oregonreadingfirst.uoregon.edu/curriculum_review.php ~80% of Students

33. Tier 3 – “Intensive”In some models Tier 3 is SPED – others, not Question: • Is the student non-responsive or lacking adequate progress to tier 2 interventions? • Does the student require a child specific intervention? • Assessment: • DIBELS, CBE, Diagnostic Assessments • Monitor 1-2 per week • Interventions: • Developed from individualized problem-solving • Narrowed, specific skills

34. Academic Tier III: Standard Protocol Interventions In some three-tiered models, • SPED teacher supports the intervention, which is guided by data, individualized, and “recursive”. • "test-teach-test-teach" process to fine-tune instruction. Often changes in order to determine the most effective way of accelerating student performance • Increased instructional time • 40-60 ADDITIONAL minutes per day M-F (on top of the tier 2 time) • Often in a “pull out” setting • Increased explicitness –– more focus on teaching specific skills • Minimum once a week progress monitoring • If Tier 3 fails – then what?

35. What does it LOOK like?

36. TIER 3 examples Corrective Reading (SRA) Language! (Sopris West) Wilson Reading System Reading Mastery Earobics (phonics/phonemic awareness; Cognitive Concepts) Great Leaps/ Read Naturally (Fluency) REWARDS (Fluency, Comp. and Vocab. in Plus Program) Soar to Success (comp.) ~5% ~15% ~80% of Students

37. QUESTIONS?

38. Recommended Websites • Aimswebwww.aimsweb.com • Consortium on Reading Excellence www.corelearn.com • Florida Center for Reading Research www.fcrr.org • Illinois ASPIRE www.illinoisaspire.org • Illinois Flexible Service Delivery Systemwww.fsds.org • Intervention Centralwww.interventioncentral.org • National Reading Panel www.nationalreadingpanel.org • National Center on Student Progress Monitoring www.studentprogress.org • Oregon Reading First Center www.reading.uoregon.edu • Positive Behavior Systemswww.pbis.org • Standards Aligned Curriculumwww.sacsuccess.org • Texas Center for Reading and Language Artswww.texasreading.org • What Works Clearing Househttp://www.whatworks.ed.gov/