RESPONSE TO INTERVENTION

1. RESPONSE TO INTERVENTION An overview of RtI by Sandy Asmussen, Kathi Shepardson, Kerry Duersteler Revised Fall 2008

2. Meeting Map What is Response to Intervention (RtI)? Why implement RtI? What is needed to implement RtI? Next Steps for WAWM These are the topics that we will cover in this presentation.These are the topics that we will cover in this presentation.

3. What is Response to Intervention?

4. RtI is a� Reauthorization of IDEA If a student is not performing as expected academically and/or behaviorally, we will change what We are doing until we find what works. ( prior to referral) System which utilizes a multi-tiered problem solving approach.

5. RtI is a� Shared Responsibility This is about the success of each and every student This is about collaboration and shared responsibility at the classroom, school, district, and community level This is not to mean special education students. This is an opportunity for all students in our distirct.This is not to mean special education students. This is an opportunity for all students in our distirct.

6. RtI is a� Way of knowing if what we are currently doing in the classroom and/or with district support services is working or not through collaborative efforts

7. Core features of RtI High Quality Classroom Instruction Research-based instruction Classroom performance Universal Screening These are steps that our district already has in place. The use of MAPS testing will be one tool that will assist us in the following steps for RtI�we need to explore assessments that will show growth and match interventionsThese are steps that our district already has in place. The use of MAPS testing will be one tool that will assist us in the following steps for RtI�we need to explore assessments that will show growth and match interventions

8. Core Features of RtI Continuous Progress Monitoring Researched-Based interventions Progress Monitoring during interventions Fidelity Measures By looking closely at our assessment results, we will be able to made decisions about what specific students or classrooms may need further assistance to help promote student success. By looking closely at our assessment results, we will be able to made decisions about what specific students or classrooms may need further assistance to help promote student success.

9. Why implement RtI? With the reauthorization of IDEA 2004, districts are encouraged to utilize this process to evaluate and make academic decisions for children at all age levels. RtI will ensure that the General Education environment is providing high-quality assessment, curriculum and instruction for all children. IDEA gave districts options for how to evaluate public school students for the area of LD.With the reauthorization of IDEA 2004, districts are encouraged to utilize this process to evaluate and make academic decisions for children at all age levels. RtI will ensure that the General Education environment is providing high-quality assessment, curriculum and instruction for all children. IDEA gave districts options for how to evaluate public school students for the area of LD.

10. IDEA Reauthorization (12/3/04) Improved Academic Achievement for ALL Students in the district Assist in Disability Determinations

11. Identification of LD Historically Now �felt need� Data Discrepancy Response to IQ/Achievement interventions �wait to fail� Early intervention Zero services All serviced Deficits emphasized Opportunity for improved learning emphasized Disproportionality Culturally responsive Kid teams Systemic multi-tiered approach

12. What is needed to implement RtI? These interventions are divided into three tiers.These interventions are divided into three tiers.

13. Progress Monitoring Three times per year for all students Weekly/Biweekly for all students who are performing below grade level and who are receiving intervention. This is an example of how districts are currently monitoring their students and this may need to be modified.This is an example of how districts are currently monitoring their students and this may need to be modified.

14. A Change in School Culture When a child is struggling with learning, a referral for special education can only be made if they did not respond to Tier 1 and Tier 2 interventions. Intervention should begin in the early months of kindergarten.

15. New approach to referrals and identification for special education. Now we will be asking: Does the student�s academic performance lag behind the performance of others in spite of the fact that he has received high quality instruction delivered consistently and accurately?

16. Building Teams will identify universal interventions that are already available for students and determine additional interventions that may be appropriate. Three Tiers of RtI Tier 1 Universal Tier 2 Secondary Tier 3 Tertiary

17. Building Teams

18. Tiered Intervention Model Tertiary interventions intensive in nature for a few students with significant needs Tier 3 Secondary interventions for some students based on needs/research-based Tier 2 Universal interventions available for all students begins in the general classroom Tier 1

19. Principles of RtI identified by Wisconsin DPI RtI is for ALL children and ALL educators. RtI must support and provide value to effective practices. Success for RtI lies within the classroom through collaboration. RtI applies to both academics and behavior. RtI supports and provides value to the use of multiple assessments to inform instructional practices. RtI is something you do and not necessarily something you buy. RtI emerges from and supports research and evidence based practice.

20. Next Steps for WAWM Articulate what we are currently doing at each site Define and describe what the core features look like in WAWM Define, develop, describe assessment Coordination between Pupil Services and Instructional Services Develop a staff development timeline Implement Collaborative Support Intervention (CSI) Team model