Response to Intervention: Moving from Theory to Practice

1. Renee Estebo, Reading Coordinator-Redwood Area School District Darcy Josephson, Principal-Redwood Area School District July 28, 2009 Response to Intervention: Moving from Theory to Practice

2. Four Essential Questions What is it we want all students to learn? How will we know when each student has mastered the essential learning? How will we respond when a student experiences initial difficulty in learning? How will we deepen the learning for students who have already mastered essential knowledge and skills?

3. Response to Intervention “Response to Intervention (RtI) is the practice of providing high quality instruction and interventions matched to student needs, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions.”

4. Rationale for RtI Systematic-Comprehensive System-wide Approach Disjointed programs across all settings Inconsistent outcomes Ineffective grade level transitions Guessing at what might work for struggling students

5. Rationale for RtI Resources Coordination of resources was not occurring Ineffective use of resources Financial Human Curriculum Time Political

6. Rationale for RtI Data-driven Expensive programs with undocumented benefits Didn’t analyze our core curriculum Not making decisions based on data Didn’t identify the specific issue

7. Rationale for RtI Focus on Student Learning Weren’t proactive-waited for failure Didn’t look at groups of students Student data was not driving instruction We needed to work smarter not harder

8. RtI is RtI is not Uniquely designed for each district A data-driven process A collaborative effort A framework An investment of time The same for every district A curriculum or service A classroom teacher initiative An instructional program A quick fix RtI – What it is and What it is Not

9. Guiding Principles of RtI 1. All students are part of ONE proactive educational system ALL students can learn Collaboration of staff Commitment to every student-at ALL instructional levels “It is the responsibility of general education to identify strategies that produce substantial learning outcomes for all students.” NASDSE

10. Guiding Principles of RtI Use scientific, research-based instruction Need an understanding of scientific, research-based instruction. Is your core curriculum meeting the needs of the majority of students ? Is instructional time allotted and used effectively?

11. Guiding Principles of RtI 3. Use instructionally relevant assessments Assessments aligned Multiple measures of data Frequent monitoring of progress Measure what is being taught Formative vs. summative assessments

14. Guiding Principles of RtI Use a problem-solving method to make decisions based on a continuum of students’ needs “Eliminate the difference between ‘what is’ and ‘what should be’ with respect to student development” (Deno, 2002; p. 38). Provides strong core curriculum, instruction, assessment Provides increasing levels of support based on intensity of students needs

16. Guiding Principles of RtI 5. Data is used to guide instructional decisions Align curriculum, instruction, and assessment Data Teams District Site level Grade level Individual student level Allocate resources Drive professional development decisions

17. Guiding Principles of RtI 6. Quality professional development supports effective instruction for all students All staff understand the premise behind RtI and their role in the framework Staff provided training in data-driven decision making Ongoing training and support Coaching Targeted training on specific instructional strategies

18. Guiding Principles of RtI Leadership is vital Leadership is more than one person. It takes a team to get the work done. School Board Superintendent Principals Data teams Classroom Teacher

19. Core Curriculum RtI Framework Questions Is the core curriculum effective? If the core is not effective, why not? How do we address the needs of the core curriculum? How is the effectiveness of the core curriculum monitored over time? Have the changes to the core curriculum been effective?

20. RtI Framework Questions Which students is the core curriculum not effective for and why? What specific supplemental strategies and intensive interventions are needed? How are additional strategies and interventions implemented (what resources are allocated)? How will the effectiveness of the strategies and interventions be monitored? How are interventions increased or decreased in intensity?

21. Steps to Success Year 1- Get data collection system running, analyze core curriculum, identify school wide problems, address needs of core curriculum Year 2- Use data to drive instruction, identify and address class wide problems, plan for Tier 2 Year 3- Implement Tier 2 and train Problem Solving Team Year 4- Implement Problem Solving Team and Tier 3 Year 5- Continue implementation and adjust system to meet students’ needs

22. Resources Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D., Reschly, D. J., Schrag, J., & Tilly, W. D. (2006). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. Burns, M. K., Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. New York, NY: Taylor & Francis Group. DuFour, Richard, DuFour, Rebecca & Eaker, Robert (2005). On Common Ground: The Power of Professional Learning Communities. Indiana: Solutions Tree. Robinson, Wendy. (March, 2009). Presentation at MN RtI Conference.