RTI: Where are We Going?

1. RTI: Where are We Going? Day 1 Web Jeffery L. Williams, 2008

2. What are we really trying to do with RTI? • Offer support to more students, earlier. • Reduce number of unwarranted referrals. • Identify what works before recommending placement on IEP. • Bonus features: • Increases amount of intervention over time. • Increases accountability. • Maximizes time for student and teacher. • Increases teacher collaboration. Jeffery L. Williams, 2008

3. RTI Research and Information • Majority of data are related to reading. • Data indicate that using RTI procedures optimizes outcomes for all students. • Studies show that not all students will be successful from RTI alone: those students who still struggle need to receive special education services. • Learning disabilities do exist and will not be eradicated with RTI policies. Jeffery L. Williams, 2008

4. RTI Research and Information • RTI procedures are specifically mentioned in both NCLB (No Child Left Behind) and in IDEIA 2004. • IDEIA 2004 requires that students receive scientifically-based instruction before special education referrals can be made. • RTI data can be used as part of the evaluation procedures for determining the presence of a specific learning disability. Jeffery L. Williams, 2008

5. Individuals with Disabilities Education Improvement Act of 2004 (IDEIA, 2004) Section 614: (6) • SPECIFIC LEARNING DISABILITIES. • IN GENERAL, notwithstanding section 607(b), when determining whether a child has a specific learning disability as defined in section 602, 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 oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning. • ADDITIONAL AUTHORITY—In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures described in paragraphs (2) and (3). Jeffery L. Williams, 2008

6. Individuals with Disabilities Education Improvement Act of 2004 (IDEIA, 2004) Section 614: (5) SPECIAL RULE FOR ELIGIBILITY DETERMINATION. In making a determination of eligibility under paragraph (4)(A), a child shall not be determined to be a child with a disability if the determinant factor for such determination is: • lack of appropriate instruction in reading, including in the essential components of reading instruction (as defined in section 1208(3) of the Elementary and Secondary Education Act of 1965); • lack of instruction in math; or • limited English proficiency. Jeffery L. Williams, 2008

7. Jeffery L. Williams, 2008

8. “The primary thrust for using identification models that incorporate RTI is to provide early intervention and/or pre-referal services early to students who exhibit academic difficulties. The goal is to reduce inappropriate referral and identification and to establish a prevention model for students, thus eliminating the ‘wait-to-fail’ model in place in many schools (Fletcher et al., 2004).” Vaugh, S., Wanzek, J, Woodruff, A & Linan-Thompson, S in Prevention and Early Identification of Students with Reading Disabilities. Jeffery L. Williams, 2008

9. “General educators are the ‘first-line’ personnel in RTI. They welcome, work with and know the challenges facing students from the moment they come to school. For this reason, RTI is first—and foremost—a general education initiative. That means that general education teachers have a critical role in making RTI work. Indeed, more general educators will be involved in RTI than all the specialists combined.” p. 160. (2005). Brown-Chidsey, R. & Steege, M. W. Response to Intervention: Principles and Strategies for Effective Practice. Guilford Press. Jeffery L. Williams, 2008

10. What We Know For Sure: • You give the medicine before there is a problem (preventative) • Call it intervention rather than pre-referral intervention because pre-referral assumes the child will qualify for S.E. • Role of special and general education teachers are changing • If a student isn’t successful at a given tier, it may be that the right intervention has not yet been found. Jeffery L. Williams, 2008

11. What we know for sure: • Collaboration is a critical part of RtI in order to effectively address the needs of these students. RtI does not require “adding on” to what is already being done in the classroom. • The earlier the better. • Students share in the responsibility for monitoring their own progress. Students need to be able to articulate what they are working on- what the goal is. • Professional development has to be delivered Jeffery L. Williams, 2008

12. What we know for sure: • Professional development has to occur- this is on-going, imbedded, informal and formal. Jeffery L. Williams, 2008

13. BEFORE identification of LD… • Must have time and exposure to appropriate, evidence-based teaching in regular classroom • Struggling for any reason: See how student ‘responds to classroom-based intervention’ and document attempts and responses • Attempting to find what works and eliminate what doesn’t work Jeffery L. Williams, 2008

14. Documentation process • Former way: • Show a pattern of how s/he DOESN’T get it • RTI way: • Show a pattern of how s/he DOES get it—under what circumstances does learning happen? Jeffery L. Williams, 2008

15. Differentiation means… • meeting the unique learning needs of any student to ensure steady or accelerated progress over time • “Teachers differentiate instruction to support the learning of all students, including students identified as gifted, students with disabilities, and at-risk students.” Ohio Standards for Educators p. 29 Jeffery L. Williams, 2008

16. Differentiation … • begins with assessment • is not just about using different materials: • different levels of support • different amounts of time • different activities for same materials • different teaching or emphasis • different questioning • different feedback Jeffery L. Williams, 2008

17. Before differentiation can be optimized, we must be solid with three things… • Classroom structures that provide space, time and management routines that allow the OPPORTUNITY to differentiate • Assessment and analysis to know WHAT to differentiate • Deep content and pedagogical knowledge to know HOW to differentiate Jeffery L. Williams, 2008

18. HOW DO WE DO THIS? • We need to focus attention on assessments for learning or formative assessments. • Such assessments help us: • Determine current skill levels • Asssess progress toward goals • Intervene early and appropriately • Adapt teaching along the way. Jeffery L. Williams, 2008

19. Formative Assessment • Assessment for Learning • Used to guide instruction • Not graded or evaluated but is analyzed for potential learning targets • Specific feedback given to student directly • Expectation that student will act on feedback and that teacher will re-assess in near future Jeffery L. Williams, 2008

20. Summative Assessment • Assessment of Learning: • Used to show mastery • Graded or used for evaluation • Feedback is general • Unlikely to retest in near future Jeffery L. Williams, 2008

21. BASIC DIFFERENCES • Summative Assessment asks the question… • DID STUDENTS MEET THE STANDARD? • Formative Assessment asks the question… • ARE STUDENTS MAKING PROGRESS TOWARD THE STANDARD? Jeffery L. Williams, 2008

22. Both types of assessment are important Assessments should promote growth (formative) and then verify it (summative). ---Rick Stiggins Jeffery L. Williams, 2008

23. WHY FORMATIVE ASSESSMENTS • Teachers are closest to students and know best the types of assessments that should be given and when to give them. • When teachers use a variety of classroom assessments, a more accurate picture of student progress and learning over time is provided. • Classroom assessments provide immediate feedback to teachers so that instruction can be modified, specific content can be re-taught, new concepts can be introduced, interventions can be made, etc. --McCrel Jeffery L. Williams, 2008

24. Gains appear when we… • Share clear and appropriate learning goals with students at the beginning of the learning process. • Increase the accuracy of classroom assessments of these learning goals. • Make sure students have continuous access to descriptive feedback. • Involve students continuously in classroom assessments, record-keeping, and communication processes. ---Rick Stiggins Jeffery L. Williams, 2008

25. Resources on Formative Assessment • Rick Stiggins et al. • Mike Schmoker • Richard DuFour et al. • Doug Reeves • Dylan Wiliam et al. • Shirley Clarke • Jay McTighe Jeffery L. Williams, 2008

26. Variety of formative techniques Jeffery L. Williams, 2008

27. Quick Write: Statement stems that cause thinking… • In 5 words or less, summarize a main idea. • Name 1 idea that you think everyone should know after this. • List a question I might ask now that I have taught this. • Name one big idea from today/yesterday. • List the concept words—words related to today’s topic. Jeffery L. Williams, 2008

28. Quick Write & No Hands Rule • Quick Write: Agree or disagree and tell why: The ‘no hands rule’ is a better assessment than asking for children to raise their hands. Jeffery L. Williams, 2008