Response to Intervention

1. Response to Intervention What Is Title I�s Role?

2. What is RtI? Response to Intervention (RtI) is a process to provide additional support any time any child shows indications of not meeting grade level benchmarks (expectations). It includes multiple levels of intervention.

3. When did this become effective? The federal IDEA law became effective July 1, 2005. Wisconsin needs to amend it�s special education law to comply with federal changes. Wisconsin�s version is still in development, but is projected to go into effect on July 1, 2008. Once the law is adopted, districts will have four years (until July 1, 2012) to comply.

4. Core Principles of RtI We can effectively teach all students Early Intervention is critical Using a Problem-Solving Process Increases Student Success Data from Screening, Progress Monitoring, and Evaluation Can Effectively Inform Instruction Multiple Tiers of Research-Based Instruction is Efficient

5. Three Key Questions in RtI What do we expect from all students? Measurable Standards & Benchmarks How do we know if they are meeting those expectations? Screening & Progress Monitoring What do we do if they are not meeting them? Multiple Tiers of Intervention

6. Principles for the successful implementation of RtIin Wisconsin: RtI is for ALL children and ALL educators. RtI must support and provide value to effective practices. Success for RtI lies within the classroom through collaboration. RtI applies to both academics and behavior. RtI supports and provides value to the use of multiple assessments to inform instructional practices. RtI is something you do and not necessarily something you buy. RtI emerges from and supports research and evidence based practice.

7. Part I: Misconceptions About Response to Intervention (RtI) 

8. Misconception #1: RtI is a Special Education Initiative RtI is a regular education initiative that comes through IDEA. It is an intervention process to implement any time any child shows indications of not meeting grade level benchmarks (expectations). It includes multiple levels of intervention. RtI is a regular education initiative that comes through IDEA. It is an intervention process to implement any time any child shows indications of not meeting grade level benchmarks (expectations). It includes multiple levels of intervention.

9. �The purpose of RTI is not only to provide early intervention for students who are at risk for school failure but also to develop more valid procedures for identifying students with reading disabilities.� Gersten & Dimino; 2006

10. Why is this happening? To reduce the number of students identified with learning disabilities To intervene earlier, rather than waiting for students to fail Although RtI is a regular education initiative, it is driven by the IDEA law

11. Misconception #2: RtI must be a three-tiered model. REACh is a three-tiered model, but the tiers do not occur in isolation. Rather, the tiers are seen as a continuum of services and an individual student may be receiving services at more than one level at a time and may move up and down the continuum as needed. The REACh grant program was developed by the state of Wisconsin as a model for RtI. Oshkosh has chosen to implement this model district-wide using either REACh funds or EIS (Early Intervening Services) funds from the district.REACh is a three-tiered model, but the tiers do not occur in isolation. Rather, the tiers are seen as a continuum of services and an individual student may be receiving services at more than one level at a time and may move up and down the continuum as needed. The REACh grant program was developed by the state of Wisconsin as a model for RtI. Oshkosh has chosen to implement this model district-wide using either REACh funds or EIS (Early Intervening Services) funds from the district.

12. The REACh model (illustrated above) is a three tiered model. However, this model is intended to be interactive, that is, the �tiers� can occur simultaneously.The REACh model (illustrated above) is a three tiered model. However, this model is intended to be interactive, that is, the �tiers� can occur simultaneously.

15. Misconception #3: Running records and other forms of observational assessments have no validity or reliability. Therefore, assessment for RtI must be conducted with standardized assessments that only use quantitative data that is part of a national data base.

16. Required Observation34 CFR 300.306(a)(1) Use information from observation in routine classroom instruction and monitoring of child�s performance that was done before the child was referred for an evaluation However, you must show ongoing documentation that includes the student�s response to intervention(s) that have been provided. However, you must show ongoing documentation that includes the student�s response to intervention(s) that have been provided.

17. The primary purpose of assessment: To improve teaching and learning. Integral part of instruction Evidence of student learning, knowledge, thinking, and problem solving Inform instruction The primary purpose of assessment: To improve teaching and learning. Integral part of instruction because it allows us to explore what students have learned. Provides evidence of student learning, knowledge, thinking, and problem solving Teachers use assessments of student reading and writing to inform instruction Teachers communicate information to parents and administrators. The primary purpose of assessment: To improve teaching and learning. Integral part of instruction because it allows us to explore what students have learned. Provides evidence of student learning, knowledge, thinking, and problem solving Teachers use assessments of student reading and writing to inform instruction Teachers communicate information to parents and administrators.

18. Misconception #4: Assessment must only be conducted by pupil services staff (e.g., school psychologists, speech and language teachers, SLD teachers, etc.) Pupil services staff will continue to assess students as part of a special education referral process, however, the classroom teacher needs to provide evidence of assessment as part of RtI. The classroom teacher is the most important agent of assessment: Become assessment literate Trust our ability and our knowledge Pupil services staff will continue to assess students as part of a special education referral process, however, the classroom teacher needs to provide evidence of assessment as part of RtI. The classroom teacher is the most important agent of assessment: Become assessment literate Trust our ability and our knowledge

19. Misconception #5: �Progress monitoring� will lead to improved student learning. �You fatten the pig by weighing it.� The phrase �progress monitoring� does not appear anywhere in the law. The law talks about monitoring progress. The specific term �progress monitoring� can be a particular way of monitoring student progress. However, there is no one specific method that must be used. �Progress monitoring,� which uses nationally normed tests with a national database (such as DIBELS, AIMSWeb, MAPS, etc.) do not inform classroom instruction and improve student learning. Teachers need to monitor student progress including documenting how the student is responding to intervention. The critical part is an appropriate intervention delivered with integrity and fidelity. �You fatten the pig by weighing it.� The phrase �progress monitoring� does not appear anywhere in the law. The law talks about monitoring progress. The specific term �progress monitoring� can be a particular way of monitoring student progress. However, there is no one specific method that must be used. �Progress monitoring,� which uses nationally normed tests with a national database (such as DIBELS, AIMSWeb, MAPS, etc.) do not inform classroom instruction and improve student learning. Teachers need to monitor student progress including documenting how the student is responding to intervention. The critical part is an appropriate intervention delivered with integrity and fidelity.

20. Assessment must be contextualized: Assessment must match instruction. Assessment must reflect the complex nature of reading and writing. The closer the assessment process gets to the student and to the context in which he or she is learning, the more likely it will provide useful information. Assessments must recognize and reflect the intellectually and socially complex nature of reading and writing. Formative and Summative: Formative � assessment FOR learning Summative � assessment OF learning Generally carried out at the end of a course or project Typically used to assign students a course grade. Sometimes standardized: often called high-stakes because they are used to make decisions about a student or a school Examples: WKCE, WAA, NAEP The WKCE is not an appropriate tool for determining any child�s need for intervention. The closer the assessment process gets to the student and to the context in which he or she is learning, the more likely it will provide useful information. Assessments must recognize and reflect the intellectually and socially complex nature of reading and writing. Formative and Summative: Formative � assessment FOR learning Summative � assessment OF learning Generally carried out at the end of a course or project Typically used to assign students a course grade. Sometimes standardized: often called high-stakes because they are used to make decisions about a student or a school Examples: WKCE, WAA, NAEP The WKCE is not an appropriate tool for determining any child�s need for intervention.

21. Assessments do not need to come in kits, but may include: Observation Inventories Checklists Rating scales Rubrics Performance and portfolio assessments Peer and self evaluation Running records Reader response logs Think aloud protocols Reading conferences Reflection logs Retellings Discussion Etc, etc, etc Document, document, documentDocument, document, document

22. Assessments for RtI Should be direct measures of specific skills and strategies needed for success in the classroom Oral expression Listening comprehension Written expression Basic reading skills Reading fluency Reading comprehension May be published or unpublished Directly reflect the general curriculum

23. Misconception #6: Children must be tested on grade level material to determine whether or not they are making progress. When students who are not at grade level are tested on grade level material, frustration occurs and they are not able to show us what they know, what strategies they can use. When we test students at their instructional level, they will show us what they are able to do, what strategies they can use. When students who are not at grade level are tested on grade level material, frustration occurs and they are not able to show us what they know, what strategies they can use. When we test students at their instructional level, they will show us what they are able to do, what strategies they can use.

24. Misconception #7: There is one magical program that is the answer for struggling readers. The federal government has NOT stated that any ONE program would be best. It is up to the individual states to determine what is best for that state. In Wisconsin, the state is set up for �local control�, thus it is up to each district to set. Wisconsin DPI does NOT endorse any one product or procedure. They will give guidelines, help prescribe methods, recommend processes, assist with parameters and suggest tools upon request or embedded in different grants. The following have such information, but remember they are from grants or toolkits, not solely meant to be the only guides and are from various federal and state grants. From RtI: Must permit the use of a process based on the child�s response to scientific research-based intervention. 34 CFR 300.307.(a) (2) Scientifically based research has the meaning given the term in sec. 9101 (37) of the ESEA. ��Professional development (which maybe provided by entities other than LEAs) for teachers and other school staff: to enable such personnel to deliver scientifically based academic and behavioral interventions, including scientifically based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software;� 34 CFR 300.226 (a) (1.2) �� (To) provide educational and behavioral evaluations, services, and supports, including scientifically based literacy instruction.� 34 CFR 300.226 (b) (2) Final Report � Stakeholders Task Force on EIS-RtI-SLD Dec. 15, 2006 does not specifically state what intervention needs to be used, but rather that an appropriate intervention is to be used. 300.226 (b) (c), 300.208 (a) (2), 300.226 (a) (b) (c) http://www.osepideasthatwork.org/toolkit/ta_responsiveness_intervention.asp (pg. 3 #6.) Research-based interventions: When students� screening results or progress monitoring results indicate a deficit, and appropriate instructional intervention is implemented, perhaps an individually designed instructional package or a standardized intervention protocol. The standardized intervention protocols are the interventions that researchers have validated through a series of studies. School staff is expected to implement specific, research-based interventions to address the student�s difficulties. These interventions might include a �double-dose� of the classroom instruction or a different instructional method. These interventions are not adaptations of the current curriculum accommodations, because one would expect those procedures to have been implemented already. These research based interventions are 8 � 12 weeks in length and are designed to increase the intensity of the learners� instructional experience. http://www.ed.gov/rschstat/research/pubs/rigorousevid/index.html A helpful guide from the federal government to help: Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide Appendix B: Checklist to use in evaluating whether an intervention is backed by rigorous evidence.The federal government has NOT stated that any ONE program would be best. It is up to the individual states to determine what is best for that state. In Wisconsin, the state is set up for �local control�, thus it is up to each district to set. Wisconsin DPI does NOT endorse any one product or procedure. They will give guidelines, help prescribe methods, recommend processes, assist with parameters and suggest tools upon request or embedded in different grants. The following have such information, but remember they are from grants or toolkits, not solely meant to be the only guides and are from various federal and state grants. From RtI: Must permit the use of a process based on the child�s response to scientific research-based intervention. 34 CFR 300.307.(a) (2) Scientifically based research has the meaning given the term in sec. 9101 (37) of the ESEA. ��Professional development (which maybe provided by entities other than LEAs) for teachers and other school staff: to enable such personnel to deliver scientifically based academic and behavioral interventions, including scientifically based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software;� 34 CFR 300.226 (a) (1.2) �� (To) provide educational and behavioral evaluations, services, and supports, including scientifically based literacy instruction.� 34 CFR 300.226 (b) (2) Final Report � Stakeholders Task Force on EIS-RtI-SLD Dec. 15, 2006 does not specifically state what intervention needs to be used, but rather that an appropriate intervention is to be used. 300.226 (b) (c), 300.208 (a) (2), 300.226 (a) (b) (c) http://www.osepideasthatwork.org/toolkit/ta_responsiveness_intervention.asp (pg. 3 #6.) Research-based interventions: When students� screening results or progress monitoring results indicate a deficit, and appropriate instructional intervention is implemented, perhaps an individually designed instructional package or a standardized intervention protocol. The standardized intervention protocols are the interventions that researchers have validated through a series of studies. School staff is expected to implement specific, research-based interventions to address the student�s difficulties. These interventions might include a �double-dose� of the classroom instruction or a different instructional method. These interventions are not adaptations of the current curriculum accommodations, because one would expect those procedures to have been implemented already. These research based interventions are 8 � 12 weeks in length and are designed to increase the intensity of the learners� instructional experience. http://www.ed.gov/rschstat/research/pubs/rigorousevid/index.html A helpful guide from the federal government to help: Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide Appendix B: Checklist to use in evaluating whether an intervention is backed by rigorous evidence.

25. Key Considerations for Instruction Large blocks of time Flexible grouping: Whole group, small group (guided reading), one-to-one, peer dyads Access to appropriate instructional materials Both explicit and indirect instruction Access to intensive, expert instruction Documentation and monitoring learning Improving classroom instruction Availability across children�s school careers Source: Allington, What Really Matters for Struggling Readers Source: Strickland, Supporting Readers and Writers Source: Pressley, Reading Instruction that Works Blocks of time skillfully managed to allow uninterrupted and effective teaching Small groups � less experienced students should be receiving instruction in guided ready but also in a second daily lesson Materials should be appropriate for the developmental levels and interests. Should include a variety of media and students be given opportunities to respond to texts in a variety of ways. Teahcers need to use both explicit teaching of skills and strategies (model, share the pen, guided practice, provide independent practice) in addition to indirect instruction where student learning is applied to the text, monitored by the teacher. Students need to have access to intensive, expert instruction in terms of teacher-pupil ratio, scheduling, and pacing. Assessment must be documented, on-going using multiple measures (formative assessment) Professional development must be on-going and a mixture of teacher as readers and researchers and a move away from the infrequent workshops and �talking heads� It is critical to recognize that there will always be students who will need continued support and instruction beyond the early intervention and�Source: Allington, What Really Matters for Struggling Readers Source: Strickland, Supporting Readers and Writers Source: Pressley, Reading Instruction that Works Blocks of time skillfully managed to allow uninterrupted and effective teaching Small groups � less experienced students should be receiving instruction in guided ready but also in a second daily lesson Materials should be appropriate for the developmental levels and interests. Should include a variety of media and students be given opportunities to respond to texts in a variety of ways. Teahcers need to use both explicit teaching of skills and strategies (model, share the pen, guided practice, provide independent practice) in addition to indirect instruction where student learning is applied to the text, monitored by the teacher. Students need to have access to intensive, expert instruction in terms of teacher-pupil ratio, scheduling, and pacing. Assessment must be documented, on-going using multiple measures (formative assessment) Professional development must be on-going and a mixture of teacher as readers and researchers and a move away from the infrequent workshops and �talking heads� It is critical to recognize that there will always be students who will need continued support and instruction beyond the early intervention and�

26. Characteristics of Effective Intervention What kinds of interventions are appropriate? Does the intervention align with high-quality classroom instruction and lead to benchmark proficiency? Who provides the intervention? How long should interventions continue? Use an example � the intervention should be as close to classroom instruction as possible Debbie Miller, using notes on cards to form groups Reteaching Additional guided reading group Word families � keeping folders of lessons to reteach Cause/effect � using specific examples throughout the day One-to-one conference Frontloading with specific students Personalize, extend, intensify (Allington) If a reader is struggling and you give them three different curriculums to navigate � how confusing (Allington) The classroom teacher provides the first level of intervention. Reading teachers, Title I teachers, etc. can then provide additional intervention if needed � in addition, not instead, of what is happening in the classroom. Interventions should continue as long as necessary. You may have heard arbitrary times attached, such as 2 weeks, 4 weeks, etc., but this is not necessarily true. Students may learn some specific skills quickly, but are they really likely to be proficient at using that skill in a short time? Use an example � the intervention should be as close to classroom instruction as possible Debbie Miller, using notes on cards to form groups Reteaching Additional guided reading group Word families � keeping folders of lessons to reteach Cause/effect � using specific examples throughout the day One-to-one conference Frontloading with specific students Personalize, extend, intensify (Allington) If a reader is struggling and you give them three different curriculums to navigate � how confusing (Allington) The classroom teacher provides the first level of intervention. Reading teachers, Title I teachers, etc. can then provide additional intervention if needed � in addition, not instead, of what is happening in the classroom. Interventions should continue as long as necessary. You may have heard arbitrary times attached, such as 2 weeks, 4 weeks, etc., but this is not necessarily true. Students may learn some specific skills quickly, but are they really likely to be proficient at using that skill in a short time?