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Essential Components of Response to Intervention Key Note

Essential Components of Response to Intervention Key Note. Meg Thurman Michele Jacobs. Research tells us:. Research tells us that 74% of children who are poor readers in third grade remain poor readers in ninth grade. (Francis et al. 1996)

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Essential Components of Response to Intervention Key Note

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  1. Essential Components of Response to InterventionKey Note Meg Thurman Michele Jacobs

  2. Research tells us: Research tells us that 74% of children who are poor readers in third grade remain poor readers in ninth grade. (Francis et al. 1996) After age 12 rate of progress levels off and children typically fall further behind (Shaywitz 1996) Reading is frustrating and affects attitudes and motivation to read.

  3. Research continued 8.7 million 4th-12th graders can’t cope with academic demands Students who stay “on track” in freshman year (earn 5 and no more than 1 F) are 3.5 times as likely to graduate.

  4. Later Intervention is Less Efficient, and Often Less Effective • According to the National Institute of Health • It takes 4 times as long to intervene in 4th as it does to intervene in late Kindergarten 2 hours per day 30 mins./day Late Kindergarten 4th Grade

  5. Why RtI? 2 Words… EARLY INTERVENTION

  6. Implementation of the Rti process

  7. What is Response to Intervention????

  8. RtI is a PROCESS • It is a process that will take time • Develop consensus and establish a vision and belief system • Develop and train the problem solving team • Provide the rest of the staff with professional development in areas they feel weak

  9. “Stop asking me if we’re almost there; we’re nomads, for crying out loud.” Do you see change as a detriment, a requirement, or as an opportunity?

  10. Having a 3-tiered system of instruction and intervention Varying the intensity of instruction and intervention to meet students’ needs Using data measures for benchmarks and progress monitoring Using research-based academic and behavior interventions. Different system for determining eligibility. RTI is About

  11. Big Ideas of RTI • Providinghigh quality instruction and • interventions matched to students needs • Matched to student need • Demonstrated through scientific research and practice to produce high learning rates for most students (Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005)

  12. Big Ideas of RTI • Measuring rate of improvement (ROI) • over time and level of performance to make important educational decisions • A student’s growth in achievement or behavior competencies over time compared to baseline level • A student’s relative standing on some dimension of achievement/ performance compared to expected performance (Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005)

  13. Big Ideas of RTI • Identifying specific and effective • research-based interventions for an individual • Practices/Interventions that have been shown to be effective in improving children’s academic skills at a significant level (Batsche, Elliott, Graden, Grimes, Kovaleski, Prasse, Reschly, Scharg, Tilley, 2005)

  14. Why RTI? • Catch students before they fail • AYP and NCLB move focus from student labels to student progress • ALL students need to reach benchmarks, regardless of labels • Placements alone never guaranteed adequate progress • Our expectations for a student should be based on their response to interventions, not on their performance on tests • Tiers improve service efficiency

  15. ALERT, ALERT • Before attempting to implement RTI practices, consensus building and a common set of beliefs/priorities have to be established … or else it is a lot like herding cats.

  16. Essential Beliefs to RTI… • I believe that no child should be left behind. The State and Federal Government has said what is fair is not leaving ANY student behind. 95% of kids have to make benchmark by 2013. This happens through a tier model. Batsche, G. (2007) RtI: Sustaining the Model.

  17. Essential Beliefs to RTI… • I believe that it is OK to provide differential services across students (i.e. grouping students based on skills not grade level). Intervention time should consist of grouping by skills not grade. Batsche, G. (2007) RtI: Sustaining the Model.

  18. Essential Beliefs to RTI… • I believe that when there is an academic and/or behavior concern for a student that academic engaged time must be considered first. Academic Engagement Time is a better predictor than any other factor of academic success. This includes IQ and SES. If behavior is a concern, interventions should focus on increasing on-task behavior. Batsche, G. (2007) RtI: Sustaining the Model.

  19. Essential Beliefs to RTI… • I believe decisions are best made with data. The ONLY way to separate kids with severe problems from those who are behind is response to intervention. RtI cannot be done without data. Batsche, G. (2007) RtI: Sustaining the Model.

  20. Essential Beliefs to RTI… • I believe our expectations for student performance should be dependent upon a student’s response to intervention, not on the basis of a “score” that “predicts” what they are capable of doing. Under the “score/predict” model, which student qualifies for special education support based on scores alone.

  21. The Vision Provide effective interventions to meet the needs of ALL students through early and scientifically-based interventions and careful systems planning

  22. The Vision 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.

  23. With substantial instructional intervention 4.9 With research-based core but without extra instructional intervention 3.2 Intervention Control Early Intervention Changes Reading Outcomes 5.2 5 4 Low Risk on Early Screening Reading grade level 2.5 3 2 At Risk on Early Screening 1 1 2 3 4 Grade level corresponding to age

  24. “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.

  25. Traditional Approach to Service Delivery Severity of Educational Need or Problem Amount of Resources Needed to Benefit Special Education Sea of Ineligibility General Education

  26. Bridging the Gap Core + Intensive Core + Supplemental Weekly Core Amount of Resources Needed To Benefit Weekly-Monthly 3x/year Severity of Educational Need or Problem

  27. Benefits to RTI • Focused on Student Progress • Accountability • Greater staff involvement • Greater parent involvement • Greater student involvement

  28. Focus on CORE CURRICULUM Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 75-85% 75-85% Enter a School-Wide Systems for Student Success • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 5-10% 5-10% 10-15% 10-15%

  29. If we are honest with ourselves • What we have been doing has not been predictably effective for ALL of our kids. • If we want to become more effective, we can’t do the same things harder, faster or longer. • We need to do different things that are more effective.

  30. “BIG” Ideas of Effective Teaming • Work smarter...do less and get more • Consolidate & prioritize • Communicate • Be strategic about problem solving

  31. Individual /SchoolProblem Solving is Tied to 5 Major Questions What is the problem? Why is it happening? What should be done about it? Did it work? How do we ensure implementation integrity?

  32. The Questions Lead to Decisions 1. Problem Identification 2. Problem Analysis 3. Plan Development 5. Plan Evaluation 4. Plan Implementation

  33. Tier One Universal Instruction Is your district meeting AYP at 80%?

  34. A Tiered Approach to Literacy: Core Interventions Options that are provided to students as a part of the general curriculum with specific intent. Comprehensive School Wide Intervention Tier 1

  35. A Tiered Approach to Literacy: Strategic Interventions Targeted interventions focus on students who need more assistance Targeted Interventions Tier 2 Comprehensive School Wide Intervention Tier 1

  36. A Tiered Approach to Literacy: Intensive Interventions Comprehensive School Wide Intervention Tier 1 Intense and often individualized interventions are for the smallest group of students with the most extreme needs TIER 3 Targeted Interventions Tier 2

  37. Barriers to RTI • It requires an expanded set of skills • Change is uncomfortable • Interventions are integrated, not done by team members or special educators only • It can focus on OUR weaknesses rather than the students • It requires good collaboration, communication and a common commitment to student success • Student progress is ALL that matters

  38. Small steps make aBIG difference!

  39. Sherman Video You can make a difference if you believe!

  40. References Batsche, G. (2006). Problem-Solving and Response to Intervention: Focusing on Improved Academic Achievement for ALL Students. Illinois State Board of Education. Batsche, G. et al. (2006). Response to Intervention: Policy Considerations and Implementation. National Association of State Directors of Special Education, Inc: Virginia. Batsche, G. (2005). Problem-Solving and Response to Intervention: Maximizing Opportunities for Student Progression. LADSE. Illinois ASPIRE Training Modules (2006).

  41. Websites for Intervention Review • Florida Center for Reading Research: www.fcrr.org • Institute for the Development of Educational Achievement (IDEA; University of Oregon) http://reading.uoregon.edu/ • Oregon Reading First Center: http://oregonreadingfirst.uoregon.edu/SIprograms.php • Texas Center for Reading and Language Arts: www.texasreading.org • Texas Reading Initiative: www.tea.state.tx.us • University of Kansas Center for Research on Learninghttp://www.ku-crl.org/ • Positive Behavior Intervention Support: www.pbis.org,www.ebdnetwork-il.org

  42. Safe & Civil Schools: www.safeandcivilschools.com • Task Related Skills: Skills for School Success Curriculum & Associates • What Works Clearinghouse www.w-w-c.org • I-ASPIRE – www.illinoisaspire.com • Illinois State Board of Education - www.isbe.net • National Research Center on learning disabilities – www.nrcid.org • My Breakfast Reading Program (Interactive Phonics Activities) www.mybreakfastreadingprogram.com

  43. Michael Heggerty Phonemic Awareness – www.literacyresourcesinc.com • Phonics-Based Activitieswww.starfall.com • Intervention Central: www.interventioncentral.org • Kevin Feldman: www.scoe.org • Progress Monitoring: www.studentprogress.org

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