Lincoln Parish Schools Understanding and Implementing ( RtI ) Response to Intervention Kim Shackelford 2010-2011 Back-T

1. 911: Achievement for All! Lincoln Parish Schools Understanding and Implementing (RtI) Response to Intervention Kim Shackelford 2010-2011 Back-To-School

2. Brainstorming: When a student is “not” making progress in school who do we attribute the lack of success of that child?

3. Attributes of Failure Patricia Drake, 2010

4. Video Clip: 911 Call

5. Lincoln Parish SchoolsObjectives: • Overview of RtI • Quality Instruction • Assessment and Intervention • Problem-Solving Model for RtI • Key Features 18th Model Schools Conference: RtI Pre-Conference 06/14/2010

6. School Cultures: What has changed?

7. Vocabulary:SWM • School-Wide Model– An integrative way of thinking about meeting ALL children’s needs in a school. It represents a promising way for schools to comprehensively draw together and allocate their resources to meet children’s educational needs.

8. Vocabulary:IDM • Instructional Decision Making– The IDM model uses data regarding students’ response to instruction to determine future educational needs, and what educational services are required to meet those needs. IDM is based on the proactive concept of early intervention and matches the amount of resources to the nature of the students needs. When implemented fully, IDM is designed to enable all students to be successful.

9. Vocabulary:RtI • Response to Intervention (RTI) Also called Standard Treatment Approach (STA) • The practice of providing systematic, research-based instruction and interventions; • That meet student needs; and • Ensures effectiveness of instruction and interventions through progress monitoring.

10. “In determining whether a child has a specific learning disability or behavioral disorder, a local educational agency mayuse a process which determines if a child responds to scientifically research based interventions.” Specific Learning Disabilities

11. 911: Student NeedsThe purpose of RtI is to intervene early and not to wait for students to fail before providing intensive interventions.

12. Core Principles: • RtI is a general education initiative designed to address the needs of students early in their educational experience. • Ensures curriculum implementation and effective instruction • Establishes collaboration between all school building personnel – principals, teachers, paraprofessionals, etc. to ensure successful teaching of ALL children. • Analyzes data to design, implement, and monitor interventions that correlate to student performance • Uses a prevention model to ensure that we intervene as soon as possible versus waiting for failure before we provide special services. • Enhances student performance – increases student success

13. WE BELIEVE THAT… • ALL children can learn and achieve high standards as a result of effective teaching. • ALL students must have access to a rigorous, standards-based curriculum and research-based instruction. • Intervening at the earliest indication of need is necessary for student success. (Pre K-12) PLUS…

14. WE BELIEVE THAT…AComprehensive System of Tiered Interventions is essential

15. WE BELIEVE THAT… Student results improve when… Ongoing academic and performance data inform instructional decisions. Instructional Needs by Grade-Level Expectation

16. WE BELIEVE THAT… Collaboration among educators, families, and community members is the foundation of effective problem-solving and instructional decision-making and effective leadership at all levels is crucial for the implementation of RtI. Our Iceberg Is Melting Alone we can do so little; together we can do so much. -Helen Keller

17. (LCC) Louisiana Comprehensive Curriculum:Problem Solving Process

18. 6th Grade Math Grade Level Expectation #16: Evaluate simple algebraic expressions Please Excuse My Dear Aunt Sally

19. Response to Intervention: Mathematical Equation for Success (bi + ci + 3a) + si + iii = Achievement for all! RtI: Implementation

20. Mathematical Equation for Success (bi + ci + 3a) + si + iii = Achievement for all! • Big Ideas in a Content Domain • Core Instruction • 3 Assessments (Screening, Diagnostic, Progress Monitoring) • Supplemental Instruction • Intensive Instruction/Intervention RtI: Implementation

21. “Big Ideas” of RtI 1. HIGH QUALITY RESEARCH-BASED 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. 2. LEARNING RATE AND LEVEL OF PERFORMANCE are the primary sources of information used in the ongoing monitoring of student progress and data driven decision-making. 3. INTERVENTIONS ARE DELIVERED WITH FIDELITYand educational decisions about the duration and intensity of interventions are based on student performance data.

22. “Big Ideas from Annual Model Schools Conference” What is our future? I predict… • Common Core Standards • Next Generation Assessments

23. Mathematical Equation for Success (bi + ci + 3a) + si + iii = Achievement for all! • Big Ideas in a Content Domain • Core Instruction • 3 Assessments (Screening, Diagnostic, Progress Monitoring) • Supplemental Instruction • Intensive Instruction/Intervention

24. Tier I-Universal Grade Standards RtI : The Overall Process -Examine the alignment components.-What pieces are already present in your school?-Where are the areas in need of development? Implement Core Curriculum Mastery of Grade Level Expectations Tier 2-Supplementary Instruction/Interventions Targeted Supplements Strategic Intervention Tier-3 Individualized Problem Solving Student Focus and Feedback Focus on Specific Skill Deficit Student Unique Intensive Intervention Monitor Student Progress and Provide Feedback

25. Tier I: Core Curriculum • Instruction that is provided to ALL students • Research-Based Instruction • Louisiana Comprehensive Curriculum • Teaching Methodology • Literacy Strategies • Periodic Assessment of Progress • Universal screening of all students (3 times a year) • Increased instruction and monitoring for students below class median • Connect results to benchmarks • Class-wide or large group interventions

26. Tier I: Starts in the General Education Classroom • Highly Qualified Teachers • Clear statements of Grade Level Expectations • Best Practices • Guided practice • Independent practice • Activities to engage students to apply knowledge • Assessment practices that ensure the material is learned

27. 6 5 4 3 2 1 Rigor/Relevance Framework Knowledge Application 1 2 3 4 5

28. Student Learning Instruction Expected Student Performance Actual Student Performance Data Assessment Student Learning Graphic Organizer: Flow MapRigorous and Relevant Instruction How What How Well Rigor/Relevance Rigor/Relevance Feedback Reflection

29. Suggestions:To Improve Student Performance 1. Convert Standards to I Can Learn Statements 2. Rubrics that Set Expectations 3. Protocol for Looking at Student Work 4. Descriptive and Specific Feedback

30. The Reality: The effectiveness of any educational strategy for an individual can only be determined through the full implementation of the Core Curriculum. Mark C. Draper, 2010

31. Mathematical Equation for Success (bi + ci + 3a) + si + iii = Achievement for all! • Big Ideas in a Content Domain • Core Instruction • 3 Assessments (Screening, Diagnostic, Progress Monitoring) • Supplemental Instruction • Intensive Instruction/Intervention RtI: Implementation

32. Ongoing Assessment:to determine students’ mastery of material

33. 3a = Four Types of Assessments Screening Assessments Diagnostic Assessments Progress Monitoring Outcome Assessments

34. 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 CRT Assessments, SRI, EOC tests, DIBELS, etc.

35. Screening Assessments Screening Assessments – assessments used to determine in additional investigation is warranted -Focused on extremely important indicators -Typically identifies persons for further assessment -Answers the question: Is there a possible problem?

36. 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 EAGLE, LCC Activity Specific Assessment, Formative Based Assessment, DIBELS -Oral Reading Test, SRI

37. 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 - Assessments are conducted to pinpoint reasons why specific types of problems are occurring - Typically items connected to (GLEs)Grade Level Expectations related to student needs - Yields testable hypothesis about problem etiology - Leads directly to diagnosis of differentiating instruction with recommendations , accommodations, and interventions with a likelihood of success

38. 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 Examples: EAGLE item specific, Computer Generated Programs (ClassWorks), Classroom Based Activity-Specific Assessments, DIBELS, Reading Inventories

39. Progress Monitoring Progress Monitoring Assessment: Assessment conducted a minimum of three times a year or on a routine basis (i.e., weekly, monthly, or quarterly) 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)

40. Outcome Assessments Summative: Assessment of Learning Includes tests that have usually been given after classroom instruction has been completed

41. 3a = Four Types of Assessments Screening Assessments Diagnostic Assessments Progress Monitoring Outcome Assessments

42. Mathematical Equation for Success (bi + ci + 3a) + si + iii = Achievement for all! • Big Ideas in a Content Domain • Core Instruction • 3 Assessments (Screening, Diagnostic, Progress Monitoring) • Supplemental Instruction • Intensive Instruction/Intervention Mark C. Draper, 2010

43. RtI: The Overall Process

44. “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 – it may mean more practice, repetition, opportunities for the established “guaranteed and viable” core instruction. • Delivered based upon student needs • 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

45. What are Interventions? • Above and beyond core curriculum • Targeted assistance based on progress monitoring • Mini-lesson on skills deficits • Administered by classroom teacher, specialized teacher, or external interventionist • Provides increased opportunities to engage in active academic responding (e.g.,writing, reading aloud, answering questions) • Decrease group size -Individual -Small Group -and/or Technology Assisted

46. Tier II: Strategic Intervention • Small groups – (3-5 Students) • Students who fall below benchmark • Targeted instruction in skills or concepts • Interventions are 30 minutes plus core • Data collection/Data-driven decisions • Progress monitoring bi-weekly & graphed

47. Mathematical Equation for Success (bi + ci + 3a) + si+ iii = Achievement for all! • Big Ideas in a Content Domain • Core Instruction • 3 Assessments (Screening, Diagnostic, Progress Monitoring) • Supplemental Instruction • Intensive Instruction/Intervention

48. RtI: The Overall Process

49. “Intensive Instruction” • Instruction that is significantly differentiated and individualized to meet the intensive needs of the student • Can be provided in a small group or one to one • Not equal to special education • In addition to Core Instruction • May use specialized teaching procedures • Individualized to student needs • More intensive services than supplemental • More intensive progress monitoring than Core or Supplemental

50. Tier III: Intensive Intervention • Most unique level of intervention • Group size – 1-3 students • Interventions are 60 minutes plus core • A long term intervention • Progress monitoring weekly • Instruction delivered by highly skills teachers