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Secondary Response to Intervention (RtI) Team Training for Grades 6-12. Facilitated by: Sherry Faulk, Terryl Swejk and Karen Williams Day 1: January 10, 2013. State Support Team, Region 9 www.sst9.org. One of 16 regions in Ohio (State System of Support)
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Secondary Response to Intervention (RtI) Team Training for Grades 6-12 Facilitated by: Sherry Faulk, Terryl Swejk and Karen Williams Day 1: January 10, 2013
State Support Team, Region 9www.sst9.org • One of 16 regions in Ohio (State System of Support) • Provides support to all school districts and community schools in Stark, Wayne and Holmes Counties Local Schools in such areas as: • Special Education Compliance (Technical Assistance) • School Improvement (Ohio Improvement Process) • Early Learning and School Readiness • Family Engagement
Series Facilitators Sherry Terryl Swejk, M.Ed. Sherry Faulk, M.Ed. Karen Williams, Ed.D.
Series Schedule Training Dates • Day 1 January 10, 2013 • Day 2 – January 31, 2013 • Day 3 – February 14, 2013 • Day 4 – March 20, 2013 • Day 5 – April 10, 2013 Site Visits at Your Buildings • February 28, 2013 or • March 1, 2013
RtI Toolkit Parking Lot Group Norms Getting Started Roles and Responsibilities Facilities
Seven Norms of Collaborative Work Garmston and Wellman, 2009.
Today’s Agenda 8:30 – 11:30 Setting the Stage RtI Overview 11:30 – 12:30 Lunch 12:30 – 3:00 The RtI Framework RtI Tier I 3:00 – 3:30 Team Assignment and Evaluations
Team Introductions Create a poster: Give your team a name Use a symbol or non-linguistic that identifies/describes each team member Report out to whole group (choose how you wish to do this…song, rap, cheer, video)
Learning Targets – Day 1 Participants will learn the basics of the RTI Framework. • What is RTI • Why RTI • Where RTI fits with other district initiatives • Basic components needed to implement RTI
“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” Wright, 2005
Rate Your School Step 1: Individually, read the Jim Wright quote and rate your school Step 2: Share your thoughts with tablemates Step 3: As a group, determine your school rating and why you selected that rating Step 4: Share-out whole group • Give your rating and tell why your team selected this rating
APPLICATION Self-Report Needs Assessment 1. Rate each statement based on your individual knowledge set. 2. Record your answers in Column A. Materials Needed: Self- Report Needs Assessment
Essential Components of RTIA Closer Look at Response to Intervention Step 2: Individual Work • Read Pages 1 – 7 of the article • Highlight Critical Points • Complete 3-2-1 Form Step 1: Locate “Essential Components of RtI” article 3-2-1 RtI Share Out Form Assign: 1. Taskmaster 2. Recorder 3. Reporter • Step 3: Team Work • Discuss your responses • Select one critical point from each section to share with the large group
Definition: Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems. RTI, schools: • identify students at risk for poor learning outcomes • provide evidence-based interventions • monitor student progress • adjust the intensity and nature of those interventions depending on a student’s responsiveness National Center on Response to Intervention
RtI Essential Components • High quality Tier 1: Core Instruction • Universal screening • Ongoing progress monitoring • Tiered interventions • Data based decision making Tiered Interventions in High Schools, May 2010
RtI - Its Most Basic Form Formula for Learning Traditional Schools TI + T = L Targeted Instruction + Time = Learning Constant + Constant = Variable
RtI - Its Most Basic Form Formula for Learning Professional Learning Community (PLC) Schools TI + T = L Targeted Instruction + Time = Learning Variable + Variable = Constant
Tiered Instruction Tiers are identified by focus of intervention: • Tier I - Core, high quality instruction • Tier II - Small group with specific focus on deficit • Tier III - Move from “intervention to prevent” to “intervention to address” smaller group or individual needs – intensive
Importance of the 3-Tier Model • A systematic approach that provides student interventions • Identifies students BEFORE they fall behind • Provides students with support throughout the educational process
1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Universal Interventions 80-90% School-Wide Universal Interventions Ohio Integrated Systems Model for Academics and Behavior Academic Systems Behavioral Systems Tier III Tier II Tier I Adapted from OSEP Effective School-Wide Interventions
PBIS - Positive Behavioral Interventions and Supports Research-based Intervention Practices • School-Wide • Individual Student • Non Classroom • Classroom • Family Engagement Windram, Bollman and Johnson , 2012
These students get these tiers of support in order to meet benchmarks.
Think about intervention like this: What do all students need? Who could benefit through repeated practice? Who needs something in addition? Who needs to do it in a different way? How do we know if it is working?
Goals of RtI: Prevention of academic/behavior problems • Attend to skill gaps early • Provide interventions/instruction early • Close skill gaps to prevent failure Determination of eligibility as a student with a specific learning disability • Pattern of inadequate response to interventions may result in referral to special education • Student intervention response data are considered for SLD eligibility
Why RtI? • Early interventions trump later interventions! • When we wait: • Problems are harder to solve • Problems are more entrenched • Problems are less malleable • Problems infect multiple domains • An early problem of 1 or 2 skills becomes a • later problem involving 5 or 6 skills.
Understanding the Roots of RtI Influence of the Research • Tiered models of intervention • Findings of the National Reading Panel (2000) • Use of a three-tiered model in reading research Addison & Warger, 2011
Understanding the Roots of RtI Influence of Legislation • No Child Left Behind Act • Individuals w/Disabilities Education Act of 2004 • Ohio ESEA Flexibility Waiver Addison & Warger, 2011
Understanding the Roots of RtI Influence of Policy • Over representation of minority groups in special education • Changing relationships between general and special education • Access to academic monitoring tools in response to increased accountability Addison & Warger, 2011
Ohio Data: School and Beyond • 40,200 students did not graduate in 2009… Projected lost lifetime earnings: $10.5 billion • If those students had graduated… Estimated health-care savings: $502.1 million • If Ohio’s high schools graduated all students ready for college… Ohio would save $132.1 million yearly in community college remediation costs • If male high school graduation increased by 5%... Ohio would save $233 million yearly in crime- related spending http//www.all4ed.org
Avg Classroom Academic Performance Level Target Student Discrepancy 1: Skill Gap (Current Performance Level) Discrepancy 2: Gap in Rate of Learning (‘Slope of Improvement’) ‘Dual-Discrepancy’
Advantages of an RtI Approach: • Provides instructional assistance in a timely fashion (e.g., NOT a wait-to-fail model). • Helps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum. • Informs the teacher and improves instruction because assessment data is collected and closely linked to interventions.
APPLICATION Why RtI? Crafting a Vision for RtI in Our School Mission Statement – A brief description of your fundamental purpose. (Why do we exist?) Vision Statement – A brief description of your long term plan. (Where are we going?) Materials Needed: Your school’s mission and vision statements “Crafting a Vision for RtI in Our School” handout Assign: 1. Taskmaster 2. Recorder 3. Reporter Assign: 1. Taskmaster 2. Recorder 3. Reporter
Escalator Failure and Repair YouTube stuck on an escalator and repairman - Bing Videos
RtI Connections: IAT • The Intervention Assistance Team (IAT) is intended to serve as a vehicle to intervene for students who are struggling in school. • The IAT designs a support plan with all stakeholders to help the student. • In most cases IAT occurs after a series of interventions have taken place.
RtI Uses Teams to Problem Solve • IAT = Problem Solving Team • The key objective in RTI is to select an instructional or behavior-management strategy that matches a student’s specific needs. • Students with serious academic skill deficits require very different intervention strategies than those who lack motivation or are simply too disorganized to turn in assignments.
RtI Connections: Special Education Prior to IDEA 2004, many states used a ‘Test-Score Discrepancy Model’ to identify Learning Disabilities. • A significant gap between I.Q. score and achievement test score equaled a learning disability • no definition for “significant” Wright, 2005
Limitations to the‘test-score discrepancy model’: • Requires student to fail before support can be provided • Outside factors not considered • Does not provide reason why student is struggling • No consistency in Learning Disability diagnosis
IDEA 2004 Added RtI Language § 300.307 Specific learning disabilities. (a) General. A State must adopt criteria for determining whether a child has a specific learning disability…. the criteria adopted by the State— (2) May not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability as defined in § 300.8; [‘Discrepancy’ Model] (3) Must permit the use of a process that determines if the child responds to scientific, research-based intervention…[‘RTI’ Model] NOTE: [bracketed comments added] Source: IDEA (2004, 2005). Proposed Regulations from US Department of Education (§ 300.307)
Under RTI, if a student is found to be performing well below peers, the school will: Estimate the academic skill gap between the student and typically-performing peers. Determine the likely reason(s) for the student’s depressed academic performance. Select a research-based intervention likely to improve the student's academic functioning. Monitor academic progress frequently to evaluate the impact of the intervention. If the student fails to respond to several well-implemented interventions, consider a referral to Special Education Windram, Bollman & Johnson, 2012
1. Estimate the academic skill gap between the target student and typically-performing peers: Three methods: Local Norms:A sample of students at a school is screened in an academic skill to create grade norms. Research Norms:Norms for ‘typical’ growth are derived from a research sample, published, and applied by schools to their own student populations . Criterion-Referenced Benchmarks:A minimum level,or threshold, of competence is determined for a skill. The benchmark is usually defined as a level of proficiency needed for later school success.