Mark C. Draper Patricia Drake Pre-Conference 18 th Annual Model Schools June 14, 2010

1. Understanding and Implementing Response to Intervention Mark C. Draper Patricia Drake Pre-Conference 18th Annual Model Schools June 14, 2010

2. Objectives • Overview of RtI and Effective Systems • Problem-Solving Model for RtI • 30 Minute Meeting Mechanics • Quality Instruction • Assessment and Intervention 18th Model Schools Conference: RtI Pre-Conference 06/14/2010

3. From Mass Production to Specialized Skills

4. School Cultures Changing to Focus on the Individual Learner

5. When a student is “not” making progress in school, do we attribute the lack of success to the child or do we attribute the lack of success to the child’s learning experiences?

6. What is your instructional culture? Adapted from Dufour

7. Can’t Afford RtI?

8. Core Principles of RtI HIGH QUALITY INSTRUCTION/ INTERVENTION is defined as instruction or intervention matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students. LEARNING RATE AND LEVEL OF PERFORMANCE are the primary sources of information used in ongoing decision. INTERVENTIONS ARE DELIVERED WITH FIDELITY and educational decisions about the duration and intensity of interventions is based on student performance data.

9. Response to Intervention The purpose of RtI is to intervene early and not to wait for students to fail before providing intensive interventions.

10. So What are the Steps for Implementing RtI? The steps are the same as for being a master teacher, a kind and caring parent, or a best friend. Since RtI is a way of thinking and acting rather than a program or project, there is no one correct sequence of steps, but there are things that need to happen consistently and things that should not happen. • Margaret Searle 2010

11. Quality Instruction

12. 6 5 4 3 2 1 Rigor/Relevance Framework Knowledge Application 1 2 3 4 5

13. Knowledge Taxonomy • Knowledge Remembering • Comprehension Understanding 3. Application Applying 4. Analysis Analyzing 5. Synthesis Evaluating 6. Evaluation Creating

14. Application Model 1.Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

15. Rigor/Relevance Framework KNOWLEDGE Assimilation Adaptation D C Acquisition Application B A A P P L I C A T I O N

16. ICLE Learning Criteria for Quality Schools

17. Student Learning Instruction Expected Student Performance Actual Student Performance Assessment Student Learning Rigorous and Relevant Instruction How What How Well Rigor/Relevance Rigor/Relevance Feedback Reflection

18. RtI Planning Cycles Universal Learner Standards and Student Engagement Supplemental Interventions 30 Minutes a Day 5 – 12 Weeks Minimum Skills Check Learning Continually Adjust Learning Experiences Students Patricia Drake, 2010

19. RtI and Instructional Planning

20. The Reality The effectiveness of any educational strategy for an individual can only be determined through its implementation. Mark C. Draper, 2010

21. So What? • Look at the RtI and Instructional Planning Chart • What are the present pieces in your school framework? • What components do you need to develop or improve?

22. Great Assessment Great Instructional Interventions

23. Engaged Student Learning • Students feel that teachers care about them • Rewards, Incentives, Grades tell students what they need to know and motivate them to improve

24. Rigor/Relevance Framework Problems KNOWLEDGE D C Projects Activities B A A P P L I C A T I O N

25. Tier I: Research-Based Strong Core Instruction • Clear statements of learning objectives • Daily reviews • Guided practice • Independent practice • Memorization • Assessment practices that ensure the material is learned

26. Assessment Leading to Instruction and Interventions

27. Types of Assessments • Screening Assessments • Diagnostic Assessments • Progress Monitoring • Outcome Assessments

28. Screening Assessments When: 3 Times a Year Who: School-wide Universal Screening Why: Check on mastery of curriculum What: Can be national or local assessment of specific essential skills Examples: State CR tests, Nationally normed achievement tests, etc.

29. Screening Assessments Screening Assessments – used to determine if additional investigation is warranted - Focused on extremely important indicators - Typically short in duration - Typically few items - Typically over-identified persons for further assessment - Answers the question: Is there a possible problem?

30. Diagnostic Assessments When: At recommendation of school team Who: Individual student or very small groups Why: Test a hypothesis about the student What: Usually an individually administered test Can be a diagnostic teaching task Examples: Curriculum-Based Evaluation, Woodcock Reading Mastery Test Revised (WRMT-R)

31. Diagnostic Assessments Diagnostic Assessments: Assessment conducted at any time during the school year when more in-depth analysis of a student’s strengths and weaknesses is needed to guide instruction (Institute for the Development of Educational Achievement, 2003) - Assessments are conducted to pinpoint reasons why specific types of problems are occurring - Typically many items in each sub-area related to the problem - Yields testable hypothesis about problem etiology - Leads directly to teaching recommendations with a good likelihood of success

32. Progress Monitoring When: Bi-weekly, Weekly, or Daily Who: Individual student Why: Check progress and tracking effectiveness of instruction What: Brief, specific probes of discrete skills

33. Progress Monitoring Progress Monitoring Assessment: Assessment conducted a minimum of three times a year or on a routine basis using comparable and multiple test forms to a) estimate rates of student improvement, b) identify students who are not making adequate progress and therefore require additional or different forms of instruction and/or c) compare the efficacy of different forms of instruction for struggling readers and thereby design more effective individualized instructional programs for those at-risk learners. (adapted from Institute for the Development of Educational Achievement, 2003)

34. Progress Monitoring – cont’d - Directly related to the important skills being learned - Brief in duration - Multiple parallel forms - Efficient to administer - Simple to score - Sensitive to small increments of growth

35. Outcome Assessments When: Annual or End of Semester Who: Everyone Why: Large scale measure of achievement levels What: State Standards or Admission Standards Example - State Assessment, ACT

36. Progress Data:Key to Moving In & Out of Tiers

37. “Supplemental Instruction” • Some students will need Core Instruction plus something else to be successful • SI is instruction that is differentiated to meet the needs of students who are having marked difficulties and/or those who have a need for instruction in addition to the core instruction • May include modifications, accommodations and/or additional skill instruction • Monitoring more frequently than Core Instruction • Often can be provided and customized to groups of students with similar needs

38. Intensive Instruction • Instruction that is significantly differentiated and individualized to meet the intensive needs of the student • It is instruction that occurs in addition to Core Instruction and can be provided in a small group or one to one • Not equal to special education • May use specialized teaching procedures • More intensive services than supplemental • More intensive progress monitoring than Core or Supplemental

39. Key Question • How does your school respond to the few and the individual students who are not doing what we want them to do?

40. Import the Scientific Method Into Practice: The Problem Solving Process Define the Problem (Screening and Diagnostic Assessments) What is the problem and why is it happening? Develop a Plan (Goal Setting and Planning) Evaluate (Progress Monitoring Assessment) What are we going to do? Did our plan work? Implement Plan (Treatment Integrity) Carry out the intervention

41. Problem-Solving

42. The PLAN

44. What about high school literacy?

45. 5 Research Based Strategies Explicit Vocabulary Instruction Direct and Explicit Comprehension Strategies Source: Improving Adolescent Literacy: Effective Classroom and Intervention Practices. What Works Clearinghouse

46. VOCABULARY: Select words on the basis of context Source: Improving Adolescent Literacy: Effective Classroom and Intervention Practices. What Works Clearinghouse

47. READING COMPREHENSION: Select appropriate text and provide scaffolds Source: Improving Adolescent Literacy: Effective Classroom and Intervention Practices. What Works Clearinghouse

48. INTENSIVE INTERVENTIONS • Evaluation of reading skills by specialist • Explicit instruction selected to address target skills • Smaller classes with more time for direct reading instruction • Scaffolds for classroom content reading Source: Improving Adolescent Literacy: Effective Classroom and Intervention Practices. http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf

49. RTI and the Gifted Child

50. Evidence Based Interventions What Works Clearinghouse • http://ies.ed.gov/ncee/wwc/ RtI Action Network • http://www.rtinetwork.org/ Intervention Central • http://www.interventioncentral.org/