Virginia’s Response to Intervention (RtI) Initiative

1. Virginia’s Response to Intervention (RtI) Initiative : The Evolution of RtI in Virginia Virginia State Reading Association Conference March 17-18, 2011 Hotel Roanoke and Conference Center, Roanoke Virginia Susan M. Trulove Office of Student Services Virginia Department of Education

2. What is RtI? 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. A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk Alternative to the discrepancy model for the identification of students with learning disabilities

3. What RtI is Not • Another special education program • A program run by special education • A system to “track” students • An out of the box “program” • A quick-fix for short term improvement • Another “system” to add to other categorical systems already in place

4. Core Principles of RtI • We can effectively teach all children • Intervene early • Use a multi-tier model of service delivery • Use a problem-solving method to make decisions within a multi-tier model • Use research-based instruction and interventions • Monitor student progress to inform instruction • Use data to make decisions • Assessment drives instruction (NASDSE, 2005)

5. Essential elements: • Scientifically sound instruction (Is there research to back it?); where 80% of students are “getting it” • Universal screening • Student progress monitoring • Scientifically sound interventions - delivered in “tiered” system

6. Key Characteristics of RtI • Universal Screening of academics and behavior • Multiple tiers of increasingly intense interventions • Differentiated curriculum-tiered intervention strategy • Use of evidence-based interventions • Continuous monitoring of student performance • Benchmark assessment

7. Where’s all this coming from? • December, 2004 President Bush signed re-authorized version of IDEA • July 1, 2005 that law became effective • August 16, 2006 regulations released • October 16, 2006 regulations took effect

8. Individuals With Disabilities Education Improvement Act • In general._Notwithstanding section 607(b), when determining whether a child has a specific learning disability as defined in section 602(29), a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in … • A child shall not be determined to be a child with a disability if determinant factor is: • Lack of scientifically-based instructional practices and programs that contain the essential components of reading instruction

9. Individuals with Disabilities Education Improvement Act • (B) Additional authority._In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the childresponds to scientific, research-based intervention. • Process refers to “Problem Solving Process” • Responds refers to “Response to Intervention”

10. Language in Virginia’s SOA and SOQ support RtI • Each local school board shall adopt a division-wide comprehensive, unified, long-range plan based on data collection, an analysis of the data, and how the data will be utilized to improve classroom instruction and student achievement. (Virginia Standards of Quality; 22.2-253.13:6(B))

11. Simply put……. • RtI is a method of organizing delivering and monitoring instruction in a more systematic and predictable way, and in a way that meets the needs of more dependent students RtI is an “instructional framework”

12. 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 Enter a School-Wide Systems for Student Success • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures

13. 3 Basic Notions • Universal screening • Progress monitoring • Tiered intervention(s)

14. What skills would an educator need to “do” RtI? • Knowledge of effective instructional practice(s) • Ability to work with a team who will help problem solve • Data collection and graphing skills • Ability to determine the slope of a line • Ability to shift gears • Problem solving skills

15. Universal Screening

16. Is There A Problem? Screening math grade 5 Fifth Grade Math About 42% Meeting Minimum Proficiency

17. Re-screening Indicates… Do We Have a Problem Now?

18. Examples ofUniversals Screening Tools • PALS • AimsWeb • Dibels

19. Progress Monitoring

20. Student Progress Monitoring • Formative Assessment (CBM: Curriculum-Based Measurement) • Short samples of essential skills • Performed regularly…and graphed • Tells a “story”

21. Formative Evaluation • Frequent assessment of progress • Referenced to goals based on benchmarks toward passing state tests • Basis for all decisions about student needs and instructional intensity

22. Characteristics of Effective Formative Evaluation Measures • Must be highly correlated to skills assessed • Must be research based • Must be brief and easily administered • Must be sensitive to small increments of change • Results can be graphed in relation to goals • Must have benchmarks or be predictive of future performance

23. Example #1: How is Darren progressing? Change Intervention Change Goal Words Correct Per Minute Class Growth Class=24 Darren=11 Darren goal line 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks

24. Example #2: Gap Not Closing: Consider Eligibility and More Intensive Interventions Change Intervention Class WCM=54 Words Correct Per Minute Class Growth Darren WCM=32 0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 Weeks

25. Tiers of Intervention/Support

26. Interventions should be organized in tiers Layers of intervention responding to student needs TIER III Each tier provides more intensive and supportive intervention TIER II TIER I Aimed at preventing “disabilities”

27. TIER I: Core class instruction TIER I is comprised of three elements Core program Benchmark testing of students to determine instructional needs at least three times a year TIER I Ongoing professional development

28. TIER I: CORE CLASS INSTRUCTION (cont’d) continued -Example– 3rd grade reading Focus General education classroom – core instruction Scientific-based reading instruction and curriculum emphasizing the five critical elements of beginning reading Program Grouping Multiple grouping formats to meet student needs Time Example – Reading: 90 minutes per day or more Benchmark assessment at beginning, middle, and end of the academic year Assessment Interventionist General education teacher Setting General education classroom

29. TIER II: Supplemental instruction Tier II is small-group supplemental instruction in addition to the time allotted for core reading instruction. TIER II Tier II includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I.

30. TIER II: SUPPLEMENTAL INSTRUCTION continued -Example– 3rd grade reading For students identified with marked reading difficulties, and who have not responded to Tier I efforts Focus Specialized, scientifically based reading program(s) emphasizing the five critical elements of beginning reading Program Grouping Homogeneous small group instruction (1:3, 1:4, or 1:5) Minimum of 30 minutes per day in small group in addition to 90 minutes of core reading instruction Time Progress monitoring twice a month on target skill to ensure adequate progress and learning Assessment Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist) Interventionist Setting Appropriate setting designated by the school; may be within or outside of the classroom

31. TIER III: Intensive intervention Tier III is intensive, strategic, supplemental instruction specifically designed and customized small-group or 1:1 reading instruction that is extended beyond the time allocated for Tier I and Tier II. TIER III

32. TIER III: INTENSIVE INTERVENTION continued -Example– 3rd grade reading For students with marked difficulties in reading or reading disabilities and who have not responded adequately to Tier I and Tier II efforts Focus Program Sustained, intensive, scientifically based reading program(s) emphasizing the critical elements of reading for students with reading difficulties/disabilities Grouping Homogeneous small group instruction (1:1- 1:3) Minimum of two 30-minute sessions per day in small group or 1:1 in addition to 90 minutes of core reading instruction. Progress monitoring weekly on target skills to ensure adequate progress and learning Time Assessment Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist) Interventionist Setting Appropriate setting designated by the school

33. Based on the RtI triangle ….

34. Who Benefits from RtI? • Students experience less frustration and receive instruction based do needs • Parents are satisfied that their child is receiving timely, appropriate interventions • Teachers are able to utilize peer problem solving strategies and teaming to provide targeted instruction • Site Administrators achieve a positive school climate and improved academic outcomes • District Administrators are able to align programs and make efficient use of resources

35. To Summarize • Response to Intervention is about good instruction • Basic principles: • Solid core instruction • Screening • Student progress monitoring • Tiered system of support/interventions

36. RtI Pilots and Cohorts • 15 pilot school divisions selected April 2008 • Initial training began July 7-11, 2008 • DOE has been providing training for the pilots • 20 divisions recently selected to participate in new RtI cohort • Training will begin in December 2010

37. RtI pilot Divisions and Schools • Alleghany County Mountain View Elementary • Augusta County Beverly Manor Elementary • Bath County Valley Elementary • Gloucester County Petsworth Elementary • Loudoun County John Tolbert Elementary • Manassas Park Cougar Elementary • Martinsville City Albert Harris Elementary • Mecklenburg County Chase City Elementary • Northampton County Occohannock Elementary • Portsmouth City Simonsdale Elementary • Prince Edward County Prince Edward Elementary • Prince William County Mary Williams Elementary • Pulaski County Pulaski Elementary • Shenandoah County Sandy Hook Elementary • Smyth County Marion Primary

38. 20 New RtI Cohort Divisions Region 1 • Powhatan Region 3 • Richmond County • Spotsylvania Region 4 • Prince William • Shenandoah • Falls Church • Clarke County Region 5 • Augusta • Charlottesville • Fluvanna Region 6 • Covington Region 7 • Bristol • Dickenson • Pulaski • Scott • Buchanan Region 8 • Lunenburg • Mecklenburg • Halifax • Prince Edward

39. Contact information: • Susan Trulove • 804-786-0720 • Susan.trulove@doe.virginia.gov